Unit 7: Citizenship – 2nd Year Bac
Vocabulary – Grammar – Functions – Writing (Ticket to English 2)
1. Vocabulary – Rights, Duties & Active Citizens
Objective: Learn and use vocabulary related to citizenship: rights, duties, active citizens, community participation, etc.
A. Match the words with their definitions
Match each word with the correct definition (write a, b, c…).
- Right: ____________________________
- Duty / responsibility: ____________________________
- Active citizen: ____________________________
- Community service: ____________________________
- Election: ____________________________
- Volunteer: ____________________________
- Human dignity: ____________________________
- Equality: ____________________________
Definitions (for correction):
- a) Something that citizens must do (e.g. pay taxes, obey laws).
- b) Something that citizens are allowed to have or do (e.g. education, health care).
- c) A person who participates in improving community life and respects others.
- d) Unpaid work done to help other people and the local community.
- e) A process in which people vote to choose their representatives.
- f) A person who offers to do something without being paid.
- g) The idea that every person has value and must be respected.
- h) The state of having the same rights and opportunities as others.
B. Complete the paragraph
Use the words in the box to complete the paragraph.
rights – duties – active – community service – elections – volunteer – dignity – equality
Citizenship means enjoying a set of __________ and doing many __________. Every person should be treated with human __________ and __________, no matter their gender, colour or religion. An __________ citizen respects the law and takes part in __________ to choose good representatives. Many young people also do __________ or work as a __________ to help their neighbourhood and their country.
C. Word formation
Complete the table, then write your own sentences about active citizenship.
| Noun | Adjective | Your sentence |
|---|---|---|
| Responsibility | ______________ | ________________________________________________ |
| Respect | ______________ | ________________________________________________ |
| Cooperation | ______________ | ________________________________________________ |
| Tolerance | ______________ | ________________________________________________ |
توضيحات بالعربية (Vocabulary)
ركّز مع التلاميذ على الفرق بين rights (حقوق) وduties / responsibilities (واجبات)، وربطها بأمثلة من الواقع المغربي: حق في التعليم، واجب دفع الضرائب، احترام القانون، المشاركة في الانتخابات... خدم الأنشطة كمراجعة سريعة قبل القراءة أو الكتابة.
2. Reading – Active Citizenship in Action
Objective: Students read a text about active citizenship and answer comprehension and vocabulary questions.
Text – A School Club for Citizenship
Two years ago, a group of second year Baccalaureate students decided to create a Club for Citizenship in their public school. They noticed many problems in their community: litter in the streets, pupils who dropped out of school, and families who could not afford school supplies. Instead of just complaining, they chose to take action.
First, the club organised a cleaning campaign in the neighbourhood around the school. Dozens of students spent a Saturday morning collecting rubbish, painting old walls and planting small trees. They also put up posters to encourage people to keep the streets clean and to respect public spaces.
Second, the members of the club visited students who were at risk of dropping out. They talked to their parents and tried to understand their problems. In some cases, they collected used books and clothes to help poor families. They also organised extra tutoring sessions for weak students.
Finally, the club invited local association leaders and the school principal to a meeting about youth participation. The students presented their projects and suggested new ideas, such as creating a library corner for children in the neighbourhood. The adults were impressed and promised to support the club in the future.
This experience changed the way the students saw citizenship. They understood that being a good citizen is not only about knowing your rights, but also about taking responsibility and working with others to improve your community.
Task 1 – Global understanding
Choose the best title for the text.
- Learning about politics in school.
- A Club for Citizenship that changes a community.
- How to punish students who drop out.
Task 2 – True, False or Not given? Justify your answers from the text.
- The students created the club because they were bored. (____) – ________________________________
- The cleaning campaign took place on a Saturday. (____) – ________________________________
- The club gave money to all poor families in the city. (____) – ________________________________
- Local association leaders attended a meeting with the students. (____) – ________________________________
- The students realised that citizenship includes responsibility and participation. (____) – ________________________________
Task 3 – Vocabulary from the text
Find words in the text that mean:
- To leave school before finishing it: ____________________
- To do something, not only speak about it: ____________________
- A group of people who work together to help others: ____________________
- Students who have difficulties in their studies: ____________________
- To promise to give help or support: ____________________
Task 4 – Personal response
- Do you have any clubs like this in your school? Describe one activity.
- What problem in your neighbourhood would you like to solve as an active citizen?
توضيحات بالعربية (Reading)
النص قريب بزاف من الواقع المغربي (نادي المواطنة في ثانوية عمومية). استغلّه باش تناقش مع التلاميذ أمثلة حقيقية من مدارسهم: حملات النظافة، دعم التلاميذ الفقراء، دروس الدعم... ممكن تقرأ النص مرة بسرعة للفهم العام، ثم مرة ثانية للتركيز على التفاصيل والمعجم.
2. Grammar – Reported Speech (Citizenship Context)
Objective: Students report what people say about citizenship and responsibilities using reported speech.
Text – What good citizens say
“Citizens should respect the law,” the teacher says.
“We must protect the environment,” a student says.
“Young people can change their community,” the principal says.
“We shouldn’t ignore poor people,” a volunteer says.
Task 1 – Report the sentences (use say / tell and the correct tense changes).
- The teacher says that citizens __________ respect the law.
- A student says that we __________ protect the environment.
- The principal says that young people __________ change their community.
- A volunteer says that we __________ ignore poor people.
Task 2 – From direct to reported speech (past reporting verb)
Rewrite the sentences using the verbs in brackets.
- “Citizens must pay taxes,” the teacher said. (said that)
→ The teacher said that citizens ________________________________. - “We are going to organize a cleaning campaign,” the mayor said. (announced that)
→ The mayor announced that they ________________________________. - “You should respect differences between people,” my father told me. (told me that)
→ My father told me that I ________________________________. - “We can vote when we are 18,” the students said. (said that)
→ The students said that they ________________________________.
Board summary (simple)
- Direct speech: “Citizens must pay taxes,” the teacher said.
- Reported speech: The teacher said that citizens had to pay taxes.
- Changes: must → had to, can → could, should → should (often stays the same).
توضيحات بالعربية (Grammar)
استعمل أمثلة بسيطة مرتبطة بالمواطنة: must, can, should ثم ورّي للتلاميذ التحويل: “must” → “had to”، “can” → “could” في الماضي. خدم بزاف على المعنى (الواجب / الإمكانية / النصيحة) أكثر من المصطلحات المعقّدة.
3. Functions – Expressing Regret about the Past
Objective: Students express regret about past actions related to citizenship using “wish” and “should(n’t) have + past participle”. [web:33]
Mini‑dialogues
Dialogue 1 – Littering
A: Yesterday, I threw rubbish in the street.
B: You shouldn’t have done that. You should have used the bin.
A: Yes, I wish I hadn’t thrown it in the street.
Dialogue 2 – Not voting
A: I didn’t vote in the last election.
B: You should have voted. Every vote is important.
A: I wish I had taken part in the election.
Dialogue 3 – Ignoring a problem
A: We ignored the bullying problem in our school.
B: We should have reported it to the headmaster.
A: I wish we hadn’t ignored it.
Useful structures:
- should have + past participle → الأفضل لو فعلنا هذا في الماضي (ندم).
- shouldn’t have + past participle → الأفضل لو لم نفعل هذا في الماضي (ندم).
- wish + past perfect → I wish I had helped, I wish I hadn’t ignored...
Task – Complete with “should / shouldn’t have” or “wish + past perfect”
- I didn’t help in the cleaning campaign. I __________ (help) my neighbours.
- They threw garbage in the river. They __________ (do) that.
- We didn’t respect the queue in the post office. We __________ (wait) patiently.
- I didn’t vote in the election. I __________ (take part) in it.
- He spoke badly to an old man. He __________ (speak) to him like that.
توضيحات بالعربية (Functions)
بيّن للتلاميذ أن should have + V3 معناها: كان من الأفضل لو فعلنا شيئاً في الماضي. وshouldn’t have + V3 = كان من الأفضل لو ما درناش داك الفعل. استعمل أمثلة قريبة منهم: حملة نظافة، تصويت، مساعدة فقير...
4. Writing – For & Against Essay (Citizenship)
Objective: Students write a for-and-against essay (140–180 words) about a citizenship-related issue, following the steps of process writing.
A. Lead‑in – Talking about Citizenship
Discuss these questions.
- What does citizenship mean for you?
- Give one right and one duty of a good citizen in Morocco.
- Do you think young people should be more involved in community work and politics? Why / Why not?
تمهيد بالعربية (Writing)
خَلّي التلاميذ يناقشو بسرعة مفهوم المواطنة والحقوق والواجبات باش يخرجو أفكار بسيطة قبل ما يدخلو في التنظيم والكتابة. ممكن تستعمل العربية/الدارجة في النقاش ثم ترجمو الأفكار للإنجليزية.
B. Brainstorming & Essay Plan (Handout 1)
Choose one topic:
- Students should do community service before graduation.
- Young people should be allowed to vote at 16.
- Using social media makes people better citizens.
Brainstorm: arguments FOR and AGAINST
| Arguments FOR | Arguments AGAINST |
|---|---|
|
1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ |
1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ |
Plan your essay
Introduction:
– Introduce the topic.
– Mention that there are arguments for and against.
_____________________________________________________
_____________________________________________________
Paragraph 2 – Arguments FOR:
Main idea: __________________________________________
Details / examples: _________________________________
Paragraph 3 – Arguments AGAINST:
Main idea: __________________________________________
Details / examples: _________________________________
Conclusion:
– Summarize both sides.
– Give your opinion (if the task asks for it).
_____________________________________________________
_____________________________________________________
توضيح (التخطيط)
فسّر أن مقالة for & against كتحتاج 4 فقرات: مقدمة – حجج مع – حجج ضد – خاتمة. خدم معاهم الجدول for/against بشكل جماعي، من بعد طلب من كل تلميذ يدير خطة فردية.
C. Guided Writing Frame (Handout 2)
Write your essay (140–180 words) using this frame.
Paragraph 1 – Introduction
Nowadays, many people discuss whether ________________________________.
Some people think that ______________________________________________,
while others believe that _____________________________________________.
Paragraph 2 – Arguments FOR
Firstly, _____________________________________________________________.
Moreover, ___________________________________________________________.
Another advantage is that ____________________________________________.
Paragraph 3 – Arguments AGAINST
On the other hand, _________________________________________________ .
However, ___________________________________________________________.
A major drawback is that _____________________________________________.
Paragraph 4 – Conclusion
To sum up, __________________________________________________________.
In my opinion, _______________________________________________________.
(Adapt the last sentence if the BAC task does not ask for your opinion.)
D. Useful Linking Words
| Function | Linking words |
|---|---|
| Adding ideas | Firstly, secondly, moreover, in addition, another advantage is that... |
| Contrasting ideas | However, on the other hand, nevertheless, a major drawback is that... |
| Concluding | To sum up, in conclusion, all in all, in my opinion... |
E. Self-editing Checklist (Handout 3)
Before you give your essay to the teacher, check:
- I wrote four paragraphs (introduction, for, against, conclusion).
- My introduction clearly presents the topic.
- I gave at least two arguments for and two arguments against.
- I used linking words (firstly, moreover, however, on the other hand, in conclusion...).
- My sentences are grammatically correct and understandable.
- I checked the spelling of key words (citizen, responsibility, equality, community service, democracy...).
- My essay is about 140–180 words.
F. Simple Rubric (Teacher / Peer Assessment)
| Criteria | 0–1 (weak) | 2 (average) | 3 (good) |
|---|---|---|---|
| Task achievement | Off topic or very short | Topic partly addressed | Topic fully addressed |
| Organization (paragraphs) | No clear paragraphs | Some organization | Clear 4‑paragraph structure |
| Arguments (for & against) | Few or unclear arguments | Some relevant arguments | Clear and relevant points |
| Linking words | Rare or incorrect use | Some correct use | Good variety and accuracy |
| Language (grammar & vocabulary) | Many errors, hard to understand | Some errors, generally understandable | Few errors, good range |
Total: ____ / 15 (convert to /10 or /20)
ملخص بالعربية (Unit 7 Citizenship)
هاد الورقة كتلخّص أهم ما في الوحدة 7: المعجم (حقوق وواجبات المواطن)، القواعد (reported speech في سياق المواطنة)، التواصل (التعبير عن الندم على الماضي)، والكتابة (for & against essay حول موضوع المواطنة). تقدر تستعملها كمراجعة شاملة قبل الفرض أو الامتحان الوطني.