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 such as environment, poverty, unemployment, renewable energy, literacy, awareness‑raising campaigns, and typical collocations like fight poverty, reduce pollution, protect the environment, create jobs, raise awareness.
- Objectives: Recognise and use sustainable development vocabulary in sentences and short texts.
- Suggested tasks: matching words with definitions, gap‑fill sentences, classifying words into environmental / social / economic problems and solutions, and completing mind maps about environment, education and social development.
2. Reading: Sustainable development text
Students read a text about a sustainable development project or cooperative (for example, a rural women’s cooperative or a recycling project) and answer comprehension questions, then discuss the benefits and challenges of such projects.
- Skills: Skimming for the general idea, scanning for details, answering WH‑questions, identifying causes and effects, and justifying opinions.
- Follow‑up: In pairs or groups, students talk about local projects in Morocco that fight poverty, protect the environment or promote literacy, and share examples from their own towns.
3. Grammar: The future perfect
The grammar focus is the future perfect, used to talk about actions that will be completed before a specific point in the future, often linked to sustainable development goals.
- Form: will + have + past participle
Example: By 2030, Morocco will have increased the use of renewable energy. - Use: Talking about future achievements and long‑term projects, such as ending illiteracy, reducing pollution, or improving living conditions.
- Practice ideas: complete sentences about 2030 goals, rewrite present sentences in the future perfect, and ask students to predict what their town will have done to protect the environment.
4. Functions: Expressing cause and effect
Students practise expressing cause and effect using conjunctions and prepositional phrases in sustainable development situations (pollution, poverty, unemployment, rural exodus, lack of infrastructure, etc.).
- Cause linkers: because, since, as, because of, due to
Example: Many students drop out of school because they live far from school.
Example: Many people suffer from diseases because of air pollution. - Effect linkers: so, therefore, as a result, consequently
Example: People throw rubbish in the streets, so the city looks dirty.
Example: There are no hospitals in some rural areas; therefore, many people die at home. - Activities: joining pairs of sentences with the correct linker, rewriting sentences (because → because of / due to, so → therefore / as a result / consequently), and writing personal sentences related to real SD problems in Morocco.
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 model in the textbook.
- Input: A communiqué from the municipality or an organisation offering grants for SD projects, and a model application letter from an association.
- Content of the letter: introduce the association, state the purpose (apply for a grant), describe the project (field, goals, main activities), mention the target group and expected results, list requirements and estimated budget, and close politely (Yours faithfully…).
- Product: A 120–150‑word formal application letter with correct layout (addresses, date, greeting, subject, closing, signature) and formal language.
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.
Unit 4 – Sustainable Development: Answer Key
2nd Year Baccalaureate | Ticket to English 2 | Vocabulary – Reading – Grammar – Functions – Writing
This answer key is based on the Unit 4 outline provided. Since the original post contains suggested tasks rather than the complete exercise questions and reading text, the answers below are model answers that can be adapted to the final worksheet.
Unit: Sustainable Development
Level: 2nd Year Baccalaureate
Textbook: Ticket to English 2
1. Vocabulary – Sustainable Development
A. Match the words with their definitions
| Word | Suggested meaning |
|---|---|
| environment | the natural world, including air, water, land, plants and animals |
| poverty | the condition of being very poor and lacking basic needs |
| unemployment | the situation of people who do not have jobs |
| renewable energy | energy from sources that can be naturally replaced, such as the sun and wind |
| literacy | the ability to read and write |
| awareness-raising campaign | an organised activity designed to inform people about an issue |
| pollution | damage or contamination of the environment |
| sustainable development | development that meets present needs without harming future generations |
B. Complete the collocations
- fight poverty
- reduce pollution
- protect the environment
- create jobs
- raise awareness
- promote literacy
- use renewable energy
- improve living conditions
C. Classify the vocabulary
| Environmental problems / solutions | Social problems / solutions | Economic problems / solutions |
|---|---|---|
| pollution; renewable energy; protect the environment; reduce pollution; recycling | poverty; illiteracy; awareness; literacy; improve living conditions | unemployment; create jobs; local businesses; cooperatives; reduce poverty |
D. Sample mind-map answers
| Area | Possible ideas |
|---|---|
| Environment | clean air, clean water, recycling, solar energy, planting trees, reducing waste |
| Education | literacy classes, schools, scholarships, digital learning, teacher training |
| Social development | healthcare, poverty reduction, women’s empowerment, job creation, support for rural areas |
2. Reading – Sustainable Development
Important note: The supplied post describes the reading task but does not include the actual reading passage or exact questions. The following model answers fit a typical text about a rural women’s cooperative or a recycling project.
A. General idea
The text is probably about a sustainable development project that improves people’s lives, creates income and protects the environment.
B. Suggested comprehension answers
- What is the project about? It is about supporting local people through an environmentally friendly and income-generating project.
- Who benefits from the project? Local families, women, young people and other members of the community benefit from it.
- What are the main objectives? The objectives are to reduce poverty, create jobs, protect natural resources and improve living conditions.
- What activities does the project include? It may include recycling, producing local goods, using renewable energy, training participants and selling products.
- What are the benefits? The project creates employment, increases income, develops skills, raises environmental awareness and strengthens the local community.
- What challenges may the project face? It may face a lack of funding, limited training, weak infrastructure, transport problems or difficulty finding markets.
C. Cause and effect in the reading
| Cause | Effect |
|---|---|
| People lack regular employment. | They suffer from poverty and low income. |
| The cooperative provides training. | Participants develop useful skills. |
| The project recycles waste. | It reduces pollution and protects the environment. |
D. Suggested vocabulary in context
- money earned from work: income
- a group of people working together: cooperative
- to give people the power or confidence to act: empower
- the process of protecting nature: conservation
- the ability to continue without harming the future: sustainability
3. Grammar – Future Perfect
A. Form and use
Form: subject + will have + past participle.
Use: The future perfect describes an action that will be completed before a specific future time or deadline.
Example: By 2030, Morocco will have increased the use of renewable energy.
B. Complete the sentences
- By 2030, many countries will have reduced carbon emissions.
- By the end of the project, the association will have trained 100 young people.
- By next year, our town will have planted many trees.
- By 2040, scientists will have developed more efficient renewable-energy technologies.
- By the end of the campaign, students will have raised awareness about recycling.
C. Rewrite in the future perfect
- By 2030, the government will have built more schools in rural areas.
- By next summer, the municipality will have cleaned the river.
- By the end of the year, the association will have organised several awareness campaigns.
- By 2035, many families will have started using solar energy.
- By the end of the programme, the participants will have improved their professional skills.
D. Possible predictions about a town
- By 2030, our town will have reduced the amount of plastic waste.
- It will have created more green spaces.
- The municipality will have installed more recycling bins.
- Schools will have organised regular environmental campaigns.
4. Functions – Expressing Cause and Effect
A. Choose the correct linker
- Many people suffer from respiratory diseases because of air pollution.
- Some rural areas lack hospitals; therefore, people have difficulty getting medical care.
- Young people need practical skills, so training centres are important.
- Many families have low incomes because there are few job opportunities.
- The association planted trees; as a result, the area became greener.
B. Join the sentences
- Many students drop out of school because they live far from school.
- Due to air pollution, many people suffer from breathing problems.
- There is a lack of public transport; therefore, workers arrive late.
- The project created jobs; as a result, poverty decreased in the village.
- People waste water, so the region suffers from water shortages.
C. Rewrite using the expression in brackets
- Many people leave the countryside because there are few jobs.
→ Many people leave the countryside because of the lack of jobs. - The river is polluted, so people cannot use its water.
→ The river is polluted; therefore, people cannot use its water. - There is drought due to the lack of rain.
→ There is little rain; as a result, there is drought. - The association raised awareness because it wanted to protect the forest.
→ The association raised awareness in order to protect the forest.
D. Possible personal sentences
- Many young people are unemployed because there are not enough job opportunities.
- People should recycle waste; consequently, the environment will become cleaner.
- Some rural communities suffer from poverty because of a lack of infrastructure.
5. Writing – Formal Application Letter
A. Required layout
- Sender’s address
- Date
- Receiver’s address
- Formal greeting: Dear Sir/Madam,
- Subject line
- Introduction and purpose of the letter
- Description of the project, target group and expected results
- Budget or support required
- Polite closing: Yours faithfully,
- Signature and name
B. Model formal application letter
Green Future Association
12 Hassan II Street
Oujda, Morocco
2 October 2026
The Director
Oujda Municipal Council
Oujda, Morocco
Subject: Application for a grant to support a recycling project
Dear Sir/Madam,
I am writing on behalf of Green Future Association to apply for a grant to support our recycling project, “Clean Oujda”. The project aims to reduce plastic pollution and raise environmental awareness among young people.
The project will include awareness-raising campaigns in schools, the installation of recycling bins and monthly neighbourhood clean-up activities. We will also organise workshops so that students can learn how to reuse household waste. We expect the project to benefit approximately 300 students and local residents.
We would be grateful if you could provide financial support of 35,000 MAD to cover the cost of recycling bins, educational materials and transport. We believe that this project will contribute to a cleaner and healthier city.
Thank you for considering our application. We look forward to hearing from you.
Yours faithfully,
Noureddine Boukhana
President of Green Future Association
C. Writing checklist
- The letter has the correct formal layout.
- The purpose of the application is clear.
- The project’s aims, activities and target group are included.
- Expected results and the requested budget are mentioned.
- The language is polite and formal.
- Cause-and-effect linkers and purpose expressions are used accurately.
- The letter is approximately 120–150 words, excluding addresses and layout elements.
Unit 4 – Sustainable Development | Answer Key | 2nd Year Baccalaureate