Students will be able to identify and name a wide range of common social problems in English, including: poverty, unemployment, illiteracy, child labour, pollution, juvenile delinquency, school dropout, begging, slums, and drug addiction.

Recognising these terms in reading and listening tasks, and using them correctly in spoken and written production.

Students will understand and use vocabulary related to causes and effects of social problems, with appropriate connectors such as due to, results in, leads to, and is caused by.

Constructing grammatically correct and meaningful sentences that explain why a social problem exists and what consequences it produces.

Students will formulate and suggest practical solutions using key verbs and expressions: tackle, address, raise awareness, provide, implement, encourage, combat, and reduce.

Producing sentences and short paragraphs that propose realistic and well-expressed solutions to the social problems studied.

Students will master common collocations associated with social problems and solutions, such as: raise awareness, commit a crime, live below the poverty line, and come up with a solution.

Using natural, exam-level English by combining words in the way native speakers and official textbooks do — avoiding word-for-word translation from Arabic or French.

Students will construct coherent sentences and short paragraphs linking a problem, its causes, its effects, and proposed solutions using the Problem–Cause–Effect–Solution writing framework.

Organising ideas logically and cohesively in a structured paragraph, using the appropriate connectors and vocabulary from this unit.

Students will improve their writing proficiency for the regional exam by composing short argumentative or analytical texts on social issues, demonstrating command of the unit's vocabulary, grammar, and text structure.

Producing a well-organised paragraph or short essay of approximately 150–200 words on a given social problem, meeting the standards expected at the 1st-year Baccalaureate level in Morocco.

English follows Subject → Verb → Object order. Example: 'The government (S) should address (V) poverty (O).'

Always check that the verb agrees with its subject. 'She works hard.' / 'They work hard.'

Be comfortable writing both types before studying the more complex Problem–Solution paragraph structure in this unit.

'He is poor because he lost his job.' — 'because' introduces the cause and follows the effect.

'He lost his job, so he became poor.' — 'so' introduces the effect and follows the cause.

These two connectors are the foundation for the more advanced cause-and-effect vocabulary studied later in this unit (consequently, as a result, due to, etc.).

happiness → well-being / freedom → rights / justice → equality / sadness → suffering

Abstract nouns are uncountable: we say 'Poverty is a serious issue', NOT 'A poverty is a serious issue.'

Read the first sentence of a paragraph to find the main subject (e.g., unemployment, homelessness).

Ask: What is the author saying about this topic? Look for the topic sentence, usually at the beginning.

Underline content words (nouns, verbs, adjectives) to understand the paragraph's message without needing to know every single word.

Use the context of the sentence to guess the meaning of unfamiliar vocabulary — a vital skill for this unit's reading tasks.