Mr.

Nouairi Omar Ihssane Ahmed Zabana Secondary School Academic Year: 2025 – 2026
Make Peace! Peace & Conflict Resolution
“Unit One” is entitled “MAKE PEACE!”, a title that is both meaningful and inspiring. It invites learners to reflect on the importance of
spreading peace in all its forms—peace, freedom, justice, humanity, and harmony. The unit encourages students to develop their critical
thinking skills by examining how to confront and fight against negative behaviours in society and across the world. Such behaviours include
racism, war, conflict, violence, and bullying.

Unit Map
Aim of The Unit
In this unit, students will be able to (SWBT) discuss what is happening in our world and explore how to become effective individuals who turn
negativity into positivity. They will practice this through the use of different tenses, expressions of ability, concession, regret and criticism,
deduction, obligation, absence of obligation, and prohibition. In addition, they will learn the value of teamwork in solving problems and
reflect on how respect and tolerance can build stronger, more peaceful communities.
Project Outcome
Designing posters that call for peace, freedom, humanity, harmony, and justice; preparing short plays that highlight these values; and
organizing a peaceful demonstration through speeches and poems to promote a culture of peace.
DISCOVERING THE LANGUAGE DEVELOPING SKILLS (1) DEVELOPING SKILLS (2)
SEQUENCE Objective: SWBT distinguish between the Objective: SWBT make Obligation, Objective: SWBT develop a Speech and to
different tenses and functions of “Can” absence of obligation and prohibition practice concession
 Lesson One: Introducing the Unit  Lesson One: Watch and Listen  Lesson One: Reading and Writing
LESSONS  Lesson Two: Reading - The Children of Gaza: No Room for Bullying Rosa Parks & Martin Luther King
Voices of Suffering  Lesson Two: Write it Up / Writing a  Lesson Two: Write it Out
 Lesson Three: Grammar Desk Class Charter + Obligation) Speech about Justice & Equality
Expressing Ability in different Tenses and its  Lesson Three: Words in Short –
CONTENT Functions Acronyms and Abbreviations
 Lesson Four: Write it Right  Lesson Four: Concession & Contrast
Assessment & Remedial Work
Writing a Public Address (School)  Lesson Five: Homework Correction / Projects’ Workshop
 Lesson Five: Expressing Regret & Criticism Remedial Work
 Unit One: Make Peace! Peace & Conflict Resolution (Lesson Objectives)
Discovering the Language
Lesson One: Introducing the Unit
 Objective: SWBT identify the theme of the unit, brainstorm ideas about peace and conflict, and share prior knowledge of (freedom, justice, humanity,
harmony).
Lesson Two: Reading – The Children of Gaza: Voices of Suffering
 Objective: SWBT read and understand a text about children’s suffering in Gaza, discuss humanitarian issues, and express empathy and critical opinions.
Lesson Three: Grammar Desk – Expressing Ability in Different Tenses and its Functions
 Objective: SWBT recognize and use “can / could / be able to” in different tenses to express ability in real-life and peace-related contexts.
Lesson Four: Write it Right – Writing a Public Address (School)
 Objective: SWBT write a short public address to their school community, using appropriate structure, tone, and language of obligation and peace promotion.
Lesson Five: Expressing Regret & Criticism
 Objective: SWBT use “should (not) have + past participle” to express regret and criticism, and apply it to negative behaviours (e.g., bullying, racism,
violence).
Developing Skills (1)
Lesson One: Watch and Listen – No Room for Bullying
 Objective: SWBT watch/listen to an audio-visual text, identify key anti-bullying messages, and summarize them orally.
Lesson Two: Write it Up – Writing a Class Charter (Obligation)
 Objective: SWBT write a class charter using expressions of obligation, absence of obligation, and prohibition (must, mustn’t, don’t have to).
Lesson Three: Words in Short – Acronyms and Abbreviations
 Objective: SWBT identify, understand, and use common acronyms and abbreviations (e.g., UNICEF, UNESCO, WHO) in peace-related contexts.
Lesson Four: Concession & Contrast
 Objective: SWBT practice concession (although, even though, however, yet and but) in speaking and writing to express balanced viewpoints.
Lesson Five: Homework Correction / Remedial Work
 Objective: SWBT review, correct, and improve their previous work, focusing on grammar, vocabulary, and peace-related topics.
Developing Skills (2)
Lesson One: Reading and Writing – Rosa Parks & Martin Luther King
 Objective: SWBT read about Rosa Parks and Martin Luther King, identify their roles in justice and equality, and write a short reflective response.
Lesson Two: Write it Out – Speech about Justice & Equality
 Objective: SWBT plan, draft, and deliver a short speech promoting justice and equality, using studied language functions (obligation, concession, criticism).
Assessment & Remedial Work
 Objective: SWBT demonstrate their mastery of the unit’s language functions and skills, identify weaknesses, and improve through targeted remedial
activities.
 Projects’ Workshop
 Objective: SWBT collaborate to design posters, prepare plays, and organize a peaceful demonstration through speeches and poems, applying values and
language from the unit.
Ahmed Zabana Secondary School Academic Year: 2025 – 2026 1. Picture 1 shows soldiers, tanks, and helicopters. What does it represent?
Second Year – All Streams Mr. Nouairi Omar Ihssane A. War and conflict B. Peace and harmony C. Sports and games
Getting Started 2. N° 2 shows a group of children pointing at another child. What does it represent?
Task One: Read these world news headlines. Tick ✔ the ones that talk about
A. Friendship B. Racism and discrimination C. Teamwork
peace and ✘ the ones that talk about conflict.
 “Children in Gaza need urgent aid.” 3. Picture 3 shows a balanced scale of justice. What does it represent?
 “Peace march unites thousands of young people.” A. Fairness and justice B. Dishonesty C. Violence
 “Climate activists call for justice.” 4. ° 4 shows children pushing another child down the stairs. What does it represent?
 “Refugee camp faces food shortage.” A. Helping others B. Playing together C. Bullying and violence
 “International volunteers bring hope.” 5. N° 5 shows people leaving their home. What does it represent?
 “Ceasefire talks break down again.” A. Refugees and displacement B. Tourism C. Adventure and travel
Task Two: Match the words to their meanings. 6. Picture 6 shows people holding signs in a demonstration. What does it represent?
Word Meaning A. Protest and demanding rights B. Birthday party C. Shopping
1 Racism A Hurting or laughing at someone many times. Task Four: Two students are talking about peace. Fill in the blanks with a
2 Solidarity B Fighting between two countries or groups. question or an answer.
3 Harmony C Being together and helping each other. Student A: Hi! What do you think about peace?
4 Bullying D When everyone is treated the same and has the same rights. Student B: ________________________________________________________
Student A: ________________________________________________________
5 War E Treating people badly because of their colour or race.
Student B: Peace means living without war.
6 Equality F Living in peace with others. Student A: ________________________________________________________
1 2 3 4 5 6 Student B: Yes, we must respect each other.
….. ….. ….. A ….. ….. Student A: ________________________________________________________
Task Three: Look at the pictures then colour the correct answer A, B or C. Student B: I think schools can teach children about peace.
Student A: ________________________________________________________
Student B: Thank you, I also believe peace is very important.
Task Five: Read the short text below. Circle all the words linked to peace,
justice, or conflict.
"In Gaza, many families live under siege and face displacement. Humanitarian aid
can bring food, water, and medicine. Around the world, young people show
solidarity by organizing peace marches and calling for justice."
Circled Word: ______________________________________________________
___________________________________________________________________
Make Peace! Unit’s Project
 Form groups of 3–4 students.
 Choose one topic (example: Gaza, refugees, racism, bullying, war, or equality).
 Decide on the type of project:
 A poster (with pictures, slogans, and short sentences).
  A short speech (2–3 minutes) to the class.
 Use unit vocabulary (peace, justice, solidarity, harmony, etc.).
 Practice with your group before the presentation.
 Present it to the class at the end of the unit.

Ahmed Zabana Secondary School Academic Year: 2025 – 2026 Task One: Colour the best answers. (A, B or C)
Second Year – All Streams Mr. Nouairi Omar Ihssane 1. There are ……………..……… paragraphs in the text.
Before You Read A. Three B. Four C. Five
Task One: Match each of the following pictures with their titles. 2. The first paragraph mainly shows ……………………….……..………
A. Daily suffering of B. How children learn C. The role of families in
Gaza’s children in safe schools celebrations
3. The second paragraph focuses on ……………………….……..………
A. Happy childhood B. Destruction and C. New hospitals and clinics
memories lack of medicine in Gaza
4. The third paragraph explains ……………………….……..………
A. The help of international B. How children play C. The life of doctors in
organizations during peace Gaza
5. The fourth paragraph expresses ……………………….……..………
A. Children’s dreams if B. The importance of C. Lifestyle in Gaza during
War in Gaza – Consequences of War – War peace comes rebuilding schools war
Task Two: Answer the following questions orally. 6. The text is ……………………….……..………
 Describe the three pictures above in one sentence! A. Newspaper Article B. Web Article C. Book Extract
 In your opinion, how can we make peace and limit conflicts? 7. A suitable title for the text would be ……………………….……..………
 Guess the topic of today’s lesson! A. The Children of Gaza: B. The Role of C. How to Prevent Hunger
As You Read Suffering and Hope UNICEF in the World Everywhere
The children of Gaza are living through one of the hardest times in history. Task Two: Answer the following questions according to the text.
According to UNICEF, more than half a million people are facing famine, and 1 in 1) Why do many children in Gaza sleep outside at night? ……………………….……..…..
……………………….……..……………………………….……..……………………………….……..….
5 children under five are malnourished. Many children cannot eat enough food ……………………….……..……………………………….……..……………………………….……..….
every day, and they must walk long distances just to find water. Families often 2) What did international organizations like UNICEF and WHO succeed in doing
sleep outside because they cannot stay safely in their homes. for the children? .……..……………………………….……..……………………………….……..….
In the past, children could play in schools and streets, but now those places are ……………………….……..……………………………….……..……………………………….……..….
destroyed. Last May, over 5,000 children under five were admitted for malnutrition ……………………….……..……………………………….……..……………………………….……..….

treatment. Doctors were able to save some of them, but many others died. Some Task Three: Find in the text words closest in meaning to the following.
Starvation (1§) = ……………...……………… Wrecked (2§) = ………………...………………
families could not find medicine because hospitals were bombed.
International organizations like UNICEF and WHO have been able to deliver After You Read
Task One: Pick out from the text.
food and medicine in some areas. For example, they have been able to vaccinate
almost all children against polio. But the aid is not enough. Every country should 1. Find one sentence from the text that expresses past ability. Write it below.
……………………….……..……………………………….……..……………………………….……..….
send more support, and the world has to protect innocent children.
If peace comes, children will be able to return to school and rebuild their lives. 2. Find one sentence from the text that expresses future ability. Write it below.
……………………….……..……………………………….……..……………………………….……..….
They will be able to play again without fear. The world must act now, because no 3. In your opinion, how can we express ability in the present? Give an example!
child should suffer from war, hunger, or fear. Gaza’s children deserve a future of ……………………….……..……………………………….……..……………………………….……..….
peace. Task Two: Write three examples expressing ability in present, past and future
Adapted: https://www.unicef.org.au/stories/voices-of-gaza-stories-of-resilience-and-hope using vocabulary related to the text.

Ahmed Zabana Secondary School Academic Year: 2025 – 2026 Task Three: Fill in the blanks with can, can't, could, couldn't, will be able to, was/
Second Year – All Streams Mr. Nouairi Omar Ihssane were able to or have/ has been able to.
Grammar Desk  Last month, many families ………….. find food because markets were
Task One: See the examples below then answer the questions. destroyed.
 Children in Gaza can survive only with international support.  ……………………….. you tell me how to help children in Gaza, please?
 Families could not find medicine when hospitals were destroyed.  The hospitals ………………………….. (not) treat everyone because of
 Doctors were able to save many children last May.
bombings.
 UNICEF has been able to deliver food and medicine in some areas.
 If peace comes, children will be able to play again in the streets.  Specialists ………………….. rescue some children last May, but not all of them.
Tenses and Forms  With peace, children …………………………….. return to school.
1. The modal verb “Can” expresses ……………..…………..…  UNICEF …………………………….. deliver medicine to a few areas recently.
A. Obligation B. Condition C. Ability  People around the world ………………….. donate money online to support
2. The simple past form of “Can” is ……………..…………..… Gaza.
A. Could B. Was/Were able to C. Caned  That T-Shirt with a peace slogan is not expensive. I ………..…….……..… buy
3. The present perfect form of “Can” is ……………..…………..… it.
A. Could B. Was/Were able to C. Has/Have been able to  In the future, families ………….…………….. live safely in their homes again.
4. The simple future form of “Can” is ……………..…………..… Functions of Modal Verb “Can”
Task One: See the functions of can then match the sentences with each function.
A. Will be able to B. Was/Were able to C. Will can
1- Can I write a message of peace to
Affirmative and Negative Forms the children?
1. The negative form of “Can” is ……………..…………..… Ability
2- No, you cannot ignore what is
A. Cannot B. Can’t C. Can not happening in Gaza!
Offer Request
2. The negative form of “Could” is ……………..…………..… 3- War can destroy homes and
A. Could’nt B. Couldn’t C. Could not schools.
3. The negative form of “Was/Were able to” is ………………….…
Can
4- International support can save
A. Was not / Were not able to B. Wasn’t / Weren’t able to C. not be able to children’s lives.
Warning Possibility
4. The negative form of “Have/Has been able to” is ………………….… 5- Can I give some money to support
A. have not/has not been able to B. haven’t/hasn’t been able to C. Will not can Suggestion
UNICEF’s aid?
5. The negative form of “Will be able to” is ………………….… 6- Gaza’s children can have a better
A. Won’t be able to B. Will not be able to C. Will not can future if peace comes.
1 2 3 4 5 6
 Sentence Structure Rule: Subject + Any Form of “Can” + Verb (STEM) + Etc… ……………… ……………… ……………… ……………… ……………… ………………
Task Two: Read the examples below carefully, spot the mistakes then correct Homework
them. 1. Write 03 examples using the modal verb “CAN” expressing different functions.
 Last year, UNICEF will be able to help Gaza’s children. …………..………….… 2. Write 03 examples using the modal verb “CAN” in different tenses.
 In the future, WHO have been able to rebuild hospitals. ……………………….…
 Yesterday, doctors could saved hundreds of children. ………………………….…
 We as responsible citizens can send humanitarian support. ………….…..…….…
 UNICEF has just been able to protect some families. ………………………….…
 Families was able to find clean water near the border. …………...…………….…