Unit 4: Sustainable Development – 2nd Year Baccalaureate
Textbook: Ticket to English 2 | Level: 2nd Year Baccalaureate (All streams)
- 1. Vocabulary: Sustainable development
- 2. Reading: Sustainable development text
- 3. Grammar: Future perfect
- 4. Functions: Expressing cause and effect
- 5. Writing: Formal application letter
1. Vocabulary: Sustainable development
This part helps students learn and use key sustainable development terms (environment, poverty, unemployment, renewable energy, literacy, awareness‑raising campaigns, etc.) in context. [web:191][web:601][web:607]
- Objectives: Recognise and use SD collocations (fight poverty, reduce pollution, protect the environment, create jobs, raise awareness...). [web:191][web:607]
- Suggested tasks: matching words with definitions, gap‑fill sentences, completing mind maps about environment / education / social development. [web:191][web:601]
2. Reading: Sustainable development text
Students read a text about a sustainable development project or cooperative and answer comprehension questions, then discuss benefits and challenges. [web:601][web:607]
- Skills: Skimming for general idea, scanning for details, answering WH‑questions, interpreting opinions and justifying answers. [web:601]
- Follow‑up: Students talk about local projects in Morocco that fight poverty, protect the environment or promote literacy. [web:607]
3. Grammar: The future perfect
The grammar focus is the future perfect to talk about actions that will be completed before a specific point in the future, often linked to SD goals. [web:191][web:601]
- Form: will + have + past participle (e.g. By 2030, Morocco will have increased the use of renewable energy.). [web:191]
- Use: Talking about future achievements and long‑term projects (ending illiteracy, reducing pollution, improving living conditions). [web:191][web:601]
4. Functions: Expressing cause and effect
Students practise expressing cause and effect using conjunctions and prepositional phrases in SD situations (pollution, poverty, unemployment, rural exodus, etc.). [web:607][web:631]
- Cause linkers: because, since, as, because of, due to (e.g. Many students drop out of school because they live far from school. / Many people suffer from diseases because of air pollution.). [web:631][web:634]
- Effect linkers: so, therefore, as a result, consequently (e.g. People throw rubbish in the streets, so the city looks dirty. / There are no hospitals in some rural areas; therefore, many people die at home.). [web:631][web:607]
- Activities: joining pairs of sentences with given linkers, rewriting sentences (because → because of / due to; so → therefore / as a result / consequently), writing personal SD sentences. [web:628][web:631]
5. Writing: Formal application letter
The writing task is a formal letter to apply for a grant for a sustainable development project (environment, literacy, social development) following the textbook model. [web:639][web:637][web:646]
- Input: A communiqué from the municipality offering grants for SD projects and a model application letter from an association. [web:639][web:637]
- Content of the letter: introduce the association, state the purpose (apply for a grant), describe the project (area, goals, main activities), list requirements and estimated budget, and close politely (Yours faithfully…). [web:639][web:646]
- Product: 120–150‑word formal application letter with correct layout (addresses, date, greeting, subject, closing, signature) and formal language. [web:639][web:642]
Download Unit 4 resources (2BAC)
- Unit 4 – Sustainable Development – Lesson plans (Vocabulary, Reading, Grammar, Functions, Writing) – add your Google Drive link here.
- Unit 4 – Sustainable Development – Student handouts (PDF/Word) – add your Google Drive link here.