288258785.doc.
The unit's contents : I)-Discovering I)-Discovering language. A) Grammar: The present simple passive. The past simple passive. The future simple passive. The present perfect simple passive. The passive with modals; must, can, may and should.
B) Pronunciation: Intonation (listin!. "tron and wea# forms of au$iliaries was and were in the
passive. %ronunciation %ronunciation of must, can, and should in the passive. %ro&lem consonant and vowels.
C) Vocabular: II)-De II) -Devel velo!i o!ing ng s"ills s"ills. A) #unctions: 'arratin. escri&in a process. %romisin. )s#in for and ivin information. *eportin.
B) $"ills: %araraph orani+ation. *eadin for eneral ideas.
information. *eadin for specific information. information. istenin for specific information. itin a ress ress rele releas ase. e. -ritin
1
288258785.doc.
$econ% ears
e m o c t u o t c e & o r P
The !ro&ect outlines
(pae:58!
(a"ing a conservation !lan urther information is included on pae 72
Thin" it over or%s to $a
(pae:5/! (pae:5/!
*
288258785.doc.
$econ% ears
e m o c t u o t c e & o r P
The !ro&ect outlines
(pae:58!
(a"ing a conservation !lan urther information is included on pae 72
Thin" it over or%s to $a
(pae:5/! (pae:5/!
*
288258785.doc
$econ% ears
- By the end of unit three, students should be able to make a conservation plan about human and natural resources and how they could be protected. The final objective, however, could be able to reach out via realizing the secondary objectives that each rubric and/or activity throughout the unit represents.
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288258785.doc
III) -Table o, selecte% activities ubrics
Discovering language
Practice
$a it lou% an% clear or"ing 0ith 0or%s istening an% s!ea"ing
Com!etences
Activities' number
Pages
01efore you read.
3
0)s you read.
3
04rammar des#.
0)ctivity one.
2
0)ctivity two.
2
0)ctivity three.
2
0)ctivity one.
6
0)ctivity two.
6
0 )ctivity three.
6
0 The whole tas#.
5
0 )ctivity one.
0 )ctivity two.
0 )ctivity three.
Interacting orall
Inter!reting Pro%ucing ./ msgs . / msgs
2
3our turn
0 )ctivity one.
7
rite it u!
0 The whole tas#.
8
0 )ctivity one.
/
0 )ctivity two.
/
0 )ctivity three.
73
0)ctivity four.
73
0)ctivity five.
73
0)ctivity one.
7
0)ctivity two.
7
ea%ing an% 0riting
rite it out
4
3our turn
0 )ctivity one.
7
rite it u!
0 The whole tas#.
8
0 )ctivity one.
/
0 )ctivity two.
/
0 )ctivity three.
73
0)ctivity four.
73
0)ctivity five.
73
0)ctivity one.
7
0)ctivity two.
7
ea%ing an% 0riting
rite it out
4
(%ae: 5/! ♣ Previe0 . The teacher and students discuss the contents of the new unit, includin the new unit proect theme, and how it could &e reali+ed. ♣ Thin" it over (%ae: 3! "tudents and the teacher discuss the pictures (different )lerian stamps and their contents; plants, animals and &irds!.The different occasions a&out which these stamps were issued, etc. Aims:
1) - To familiarize pupils with the thoughts of the unit. 2) - To introduce the unit implicitly.
♣ or%s to sa )n oral teacher0centered readin of the words, ivin students a chance to repeat the pronunciation. The teacher, therefore, should read slowly , applyin stress patterns and the riht intonation. I recommend some individual readins. Aim: 1) The correct reading of the words by pupils. 2) Recognizing some of the keywords used in unit three.
(%ae: 5/! ♣ Previe0 . The teacher and students discuss the contents of the new unit, includin the new unit proect theme, and how it could &e reali+ed. ♣ Thin" it over (%ae: 3! "tudents and the teacher discuss the pictures (different )lerian stamps and their contents; plants, animals and &irds!.The different occasions a&out which these stamps were issued, etc. Aims:
1) - To familiarize pupils with the thoughts of the unit. 2) - To introduce the unit implicitly.
♣ or%s to sa )n oral teacher0centered readin of the words, ivin students a chance to repeat the pronunciation. The teacher, therefore, should read slowly , applyin stress patterns and the riht intonation. I recommend some individual readins. Aim: 1) The correct reading of the words by pupils. 2) Recognizing some of the keywords used in unit three.
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$econ% 3ears
DISCOVERING LANGUAGE
%re0readin. (pae:3! )s you read. (pae:3! %ost readin “Grammar Desk”. pae:! %ractice. (pae:2! -rite it riht. (pae:! "ay it loud and clear. (pae:6! -or#in with words. (pae:5!
6
Discovering language
(%ae: !.
Pre-rea%ing . 0 oo# at the map pae 3 and answer the 9uestions. %upils answer each 9uestion dependin on their eoraphical culture and their imaination. ♠
Ans0ers to !re-rea%ing tas" : a) The map represents "outh )merica (also called atin )merica!. b) The area in reen stands for the )ma+on orest. c) The )ma+on is located &etween 1ra+il,
characteristics of the e9uator; rainy, often hot and humid. Aims: 1) Motiating the oral and free e!pression of pupils in a precise conte!t. 2) "c#uiring new thoughts as a result of the teacher feedback . ♠
As ou rea%.
Activit .ne: *ead the te$t and chec# your answers to the previous
9uestions. Aim:
$% &onfirming pupils' answers to the #uestions.
Activit t0o: *ead the te$t pae 3 aain and answer the followin
9uestions. Aims:
1) (ooking for specific and accurate details in the te!t. 2) )roiding pupils with the correct strategy to answer *yes+no and ,-% #uestions.
%upils may ive various answers dependin on their understandin of the te$t. %upils= answers may also include some errors.
$uggeste% ans0ers to activit one :
a) There is more than a decade (3 years! of lo&al fossil fuel emissions
of car&on dio$ide stored in the trees of the )ma+on orest. b) The )ma+on &asin ecosystem has &een protected from threats &ecause of its isolation (&ein very far!. c) The preservation of the )ma+on orest is one of the world=s reatest conservation challenes &ecause it is not isolated at present; we can et there easily and 9uic#ly as new roads leadin to it are &uilt. 7
♠
Post rea%ing. oo# at the computer screen0shaped 8grammar %es"9 activity pae . Activit .ne: *ead sentences (a, &, c and d! and answer the 9uestions &elow. Aims:
1) To identify the passie sentence and the passie form. 2) To know how and for which purpose the passie sentence is formed and used. 3) To recognize the linguistic and synta!es' difference between the passie and the actie sentences. 4) To learn that the form could be applied to dierse forms and tenses.
Ans0ers to activit one
1) )nswerin the 9uestions:
a! Tim&er companies fell the trees in sentence (a!. &! The 1ra+ilian overnment &uilt new road in sentence (&!. i! These sentences are in the passive. ii! 1ecause the form of the sentence, o&ect >ver& (to &e? pp! >aent. *) The transformation: a! Tim&er companies fell 8333 @m2 of forest trees. &! The 1ra+ilian overnment &uilt new roads durin /3s and /73s. +) The oriinal sentences (in the &oo#! focus on the action itself whereas the new (written! sentences focus on the doer of the action. .b&ect verb ;
$ub&ect verb ob&ect
2) The writer ives importance to the action more than the su&ect; this is
different from the newly written sentences which focus on the su&ect not the action. 4) Aatchin the sentences with their correspondin tenses: $entence <1) $entence <*) $entence <+) $entence <2)
c) the !resent sim!le !assive %) the !ast sim!le !assive a) the ,uture sim!le !assive b) the !resent !er,ect !assive 5) 'o, it is not always necessary to use >b? in the passive sentences.
1ecause we are supposed to &e more interested in the o&ect, not the su&ect. ☻ @ote ,or stu%ents:
or further information a&out today=s lesson, see paes //0233 in the 9uic# rammar clinic.
Practice (pae:2! Activit .ne: *ead the report &elow and put the ver&s &etween &rac#ets in the correct form (simple past passive!. Aim:
1) To practise the passie form with the past simple tense.
Ans0ers to activit one:
The <$$on Balde+ 0as wrec# e% ust off the coast of )las#a in /8. It was carryin a hue caro of oil. The oil spilled out, and it 0as washe% onto the &each &y the wind. The water 0as pollute%. The &each 0as damae%. The fishin industry 0as ruine%. Cotels and restaurants 0ere close%.
Activit t0o: *ead the te$t and answer the followin 9uestions.
Turn the ver&s DD..was E were pronounced. Aims o, activit t0o:
1) To reinforce more practice of the passie oice with the past tense. 2) To distinguish between the au!iliaries was+were' and their use. 3) To pronounce was+ were' correctly in a passie oral/read sentence.
• •
Ans0ers to acclivit t0o $!ea"er A: -hat happened to the <$$on Balde+F $!ea"er B: It 0as wrec# e% off the coast of Galifornia and the oil
spilled out. • •
$!ea"er A: The oil 0as washe% out onto the &eachF $!ea"er B: Hes, it 0as
winds. $!ea"er A: as the fish poisone%F $!ea"er B: Hes, they 0ere
•
o$yen.
Activit Three:
your &oo#s closed. %ay attention to the pronunciation of the au$iliaries >0as? and >0ere?. Aims o, activit three:
1) Motiating students to communicate in 0nglish orally within a conte!t. 2) To pronounce the au!iliaries ‘was 1 were’ correctly. 1
This activity is performed orally &y pupils uided &y the teacher.
Activit #our: Transform the ver&s from the active into the passive
usin b9 Aa#e any necessary chanes. Aims o, activit ,our:
1) To gie students additional chances to practise the form with dierse tenses and forms. 2) Making pupils aware of the use of 'by' when the sub2ect of the actie sentence is definite.
Ans0ers to activit ,our
A umes from automo&ile e$haust pipes cause air pollution. A-1 )ir pollution is cause% b fumes from automo&ile e$haust
pipes. B -ater pollution 0ill %e!lete many water +ones of their o$yen soon. B-1Aany water +ones 0ill be %e!lete% of their o$yen &y pollution soon. C The )lerian overnment 0ill ban ciarette smo#in ne$t year. C-1 Giarette smo#in 0ill be banne% b the )lerian overnment ne$t year. D The %ost and Telecommunication Ainistry has already issue% a lot of environmental stamps. D-1 ) lot of environmental stamps have already been issue% b the %ost and Telecommunication Ainistry -e haven?t im!ose% drastic limits on as emissions and noise yet. -1 'o drastic limits have been im!ose% on as emissions yet.
emar":
ince the passive voice is a very important form to learn and use, especially for the !!"iterary streams#, some additional practice activities might be designed to help learners master the form and use it skillfully. These e$ample should vary in tenses and forms% sentences in the negative, interrogative and tag &uestions, they should also include sentences with two objects. 11
A%%itional !ractice
(iterary streams only!
J Enit Three: -aste not, want not. J evel: "econd Hears. J $treams: iteratures K %hilosophy and orein anuaes.
Activit .ne: *e0write the followin sentences in the passive when possi&le. ustify your answers when it is not possi&le. ! "he cleans the rooms every wee#. 2! They produce televisions in "idi 1el0)&&es. ! The cat slept in the corridor. 6! -omen use wool to ma#e carpets. 5! I have done all the wor#. ! %upils have orani+ed a party. 7! -e usually o to school at 38hr .33. 8! Aohamed and his wife had not invited some friends to their party. /! id the uests &rin all their childrenF 3! The secretary will type those letters. ! Celena is oin to &uy a diamond nec#lace and an earrin tomorrow. 2! -hat is your nameF ! <$perts were performin danerous e$periments. 6! Ay aunt has &een rowin &eautiful roses in her arden since /73. 5! octors will have discovered a cure for )I" in 23 years time. ! -ho has &een cleanin the #itchen and washin the dishes last nihtF 7! o you spea#
Activit T0o: Gomplete the second sentences so that they mean the same as the first ones iven. Aa#e any necessary chanes. 8! "he showed me the photos. a! I DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD &! The photos DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD /! They will offer ohn a new o&. a! ohn DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 1*
&! ) new o& DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD ! Aeriem is teachin @addour an
Activit Three: *e0write the second sentence so that it means the same as the first one iven. ! -e should protect the environment. a! The environment DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 2! They must vaccinate all the children. a! )ll the children DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD ! "he had to &orrow the &oo#s from a friend. a! The &oo#s DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 6! rivers must respect the circulation law. a! The circulation law DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 5! Tomorrow, the parcel will &e delivered &y the postman. a! 0 DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD tomorrow. ! %eople ouht to help the poor. a! The poor DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 7! Hou must write a letter to your parents. a! ) letter DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD &! Hour parents DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 8! -e should educate children to &ehave well. a! Ghildren DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 3/! -e miht ma#e some suestions. a! "ome suestions DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD 3! They could not understand this lesson. 1+
a! This lesson DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD ! -e must not ive medicines to the small children. They may eat them. a! Aedicines DDDDDDDDDDDDDDDDDDD. They DDDDDDDDDDDDDDDDDDDDD. . &! The small children DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
@ote: The activities (a&ove! are to &e iven to pupils as handouts to wor# privately Aim o, activit oneF t0o an% three:
1) To transform statements into the passie and+or actie in arious tenses and dierse forms. 2) To recognize the different possibilities of transforming passive sentences with two ob2ects. *" direct and+or indirect o&ects! 3) 3mission of the passie form use *the impossibilities of transformation%
288258785.doc
rite it right
@ote:
(pae: !
The write it riht ru&ric is not recommended at this stae .
12
$a it lou% an% clear (%ae:6!.
Activit .ne: *ead the te$t silently as you listen to your teacher and
continue mar#in the intonation on the words on &old type with the up or down ! appropriate arrow ( Aims o, activit one:
1) To make students aware of the musicality of spoken 0nglish. 2) To practise the rise and fall of intonation while speaking or reading .
Ans0ers to activit ,our
There are five types of alternative energies (down): solar (up)F 0in% (up)F biomass (up)F and h%roelectric (down))ll of them can &e produced in our country &ecause we have the followin natural resources (down): the 0in% (up)F the sun (up)F the mountains (up)D Cowever, solar enery is &y far the most viable (down) It is chea!er (up)F sa,er (up) and less !olluting (down)."L'<4)M has already &uilt power plants in Bis"ra (up)F D&el,a (up)F assi mel (up) and other localities in the "outh of Algeria (down).
Activit T0o: Gonsider the consonants and vowel sounds in the
&o$es and answer the followin 9uestions. (Glass wor#!
@ote:
This activity could &e confusin to many students due to the Nvery= possi&le diversity of students= linuistic &ac#rounds (different varieties and locally spo#en dialects of a lanuae!. The )ra&ic lanuae is, therefore, the lanuae in 9uestion. Aims o, activit t0o:
1) To compare 0nglish sounds to "rabic ones. 2) To recognize “problem sounds4 and find remedies for them.
Ans0ers to acclivit t0o 14
"tudents= responses to these 9uestions may vary, dependin on each studentNs sociolinuistic &ac#rounds.
Ham!le: "ome students often have pro&lems articulatin the
sounds; ? t?, ? ?, ?d ?, ? ? and ? ?.)s they are in )ra&ic OP Q R,S,,U V. 4enerally, the sounds that could &e difficult in common and which need remedial practice are: 0 Gonsonants such as; O?t , d, , ?V. 0 Bowels such as; O? , ?V.
Activit Three: The underlined letters in the words &elow are
mispronounced. Gorrect the mista#es in the transcription. Aims o, activit three:
1) To make students pronounce the highlighted words correctly. 2) To enable students transcribe words properly depending on a correct reading of 0nglish words.
a b c % e ,
Ans0ers to acclivit t0o
Ce put the letter ?let ? in the mail&o$. Thousands of &eautif ul ?&u:tIfl? trees were &urne% ?& :nd? down. They were ?we ? save% ?seIvd?. The rivers have &een pollute% ?p lu:tId?. Aany &ird ?& :d? species are in daner of e$tinction. The car has &een washe% ?w t?.
♠ $ource : LWL* )dvanced earners= ictionary. L$ford Xniversity
%ress; "econd,
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15
or"ing 0ith 0or%s
(pae:5!
The tas": oo# up the words entries in a dictionary: Gonserve, sewae, deplete. Then recapitulate the various steps you have one throuh to find meanins of the words. - ater *ead the dictionary entries on pae 5 and put the #eys in the riht &o$es @ote: The use of )n
Aims o, the 0hole tas" 1) To make students aware of the fact that dictionaries should be used only when necessary. 2) To make students learn how to look up a word in a dictionary. 3) To learn how to use an 0nglish/0nglish dictionary5 or a dictionary with 0nglish entries. 4) To enable students obtain a sufficient knowledge of an 0nglish/ dictionary abbreiations.
Ans0ers to the tas":
Part one: indin the wordsY meanin. • Conserve E a ver& means De!lete E a ver& that means • • $e0age 0 II) Part two: I)
The strateies for chec#in difficult voca&ulary are as follows: irst, learners sort to a dictionary only once they can=t uess the meanin of the difficult words from conte$t. or this, they need to identify the cateory of the words, see whether there are any synonyms, antonyms, or paraphrases of these difficult words. 16
"econdly, they are sure that they canYt do otherwise than chec#in a dictionary for understandin the meanin of the difficult words that they have sined out from the te$t; they will open the dictionary at the pae where the word is listed. In doin so, they will pay attention to the alpha&etical order. III) Part three:
Aost
Abbreviations
0eIst J lan% <,ig) life, (eg) vt
Illustration
pronunciation compound/comple$ word figurative language e$ample transitive verb something somebody proverb uncountable noun collo&uial 'nglish (merican 'nglish collo&uial 'nglish adjective adverb
17
288258785.doc
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$econ% 3ears
DEVELOPING
SKILLS
istenin and spea#in. (pae:! Hour turn. (pae:7! -rite it up. (pae:8! *eadin and writin. (pae:/! -rite it out. (pae:/! %uttin thins toether. (pae:72! -here do we o from hereF (pae:7! <$plorin matters further. (paes:76077! 1
) world without oil.
istening an% s!ea"ing (pae:! Activit .ne: oo# at the picture and complete the &lan#s in sentences(a0&0c0d! usin the correct form of ver&s. (The ver&s are iven in a rectanle to the left of the pae!.
Aims o, activit one: 1) To make students identify and interpret the photosynthesis process. 2) To practise the passie form in a certain conte!t.
Ans0ers to activit one
a)- Gar&on dio$ide is %erive% from the air. b) - water is absorbe% from the soil. c) - "unliht enery is absorbe% &y he chlorophyll. %) - L$yen is release% from plants. e) - "uar is !ro%uce% durin photosynthesis.
Activit T0o: isten to your teacher and chec# your answers to the
9uestions in activity one. %upils listen to the teacher readin a passae that includes the correct answers and chec# their previous answers. L The listening scri!t is inclu%e% in the stu%ents' boo"F "Gettng !hrough"F 3ear t0oF !age171
Activit Three: isten aain and note how must be, can't
beand shoul%n't be are pronounced. Gross out the wron
transcriptions. *
Aims o, activit three: $% To recognize how modals are pronounced in the negatie form. 6% To improe students' pronunciation of specific language forms.
Ans0ers to activit three
0 %lants must be protected. ?m s&I:?. 0 They can?t be replaced &y man0made converters. ?# :m&I:?. 0 They shoul%n?t be cut down. ? m&I:?.
3our turn
(pae 7!.
Activit .ne: Turn the sentences &elow into the passive. Then read
them aloud payin attention to the pronunciation of the modals.
Aims o, activit one: 1) To recognize and practise the passie with modals. 2) To improe pupils pronouncing capacities by pronouncing the # shou$dn't # shou$d # %an and ay correctly. modals7 ustn't
Ans0ers to activit one:
a -e mustn?t hunt animals in daner of e$tinction. a?1!0 )nimals in daner of e$tinction mustn?t be hunte%. b -e shoul%n?t throw recycla&le o&ects. b?1!0 *ecycla&le o&ects shoul%n?t thro0n away. c -e shoul% stop desertification. c?1!0 esertification shoul% be stop!e% % -e can divide pollution into four types. %?1!0 %ollution can be divide% into four types. e -e ma roup alternative eneries in five cateories: wind, solar,
&iomass and hydro0electric. e?1!0 )lternative eneries ma be roupe% in five cateories. , -e must protect our human resources. , ?1!0 Cuman resources must be protecte%. *1
The tips in the bo$ are all about how an oral presentation, a report, a speech, etc. is organized. )t is also about the use of discourse connectors% se&uencers, addition, contrast, concluding, etc. The tip bo$ is to be dealt with as it aims at making students aware of the strategies of making a speech delivery. )t also aims at enabling students ac&uire some linguistic techni&ues of an organized speech message*s+.
288258785.doc
rite it u!.
(%ae: 8!.
The tas": -rite an oral presentation of the solar house in the picture on pae 8 dependin on what you learnt in the previous Ntip &o$=. The teacher e$plains the tas# further and the new voca&ularies related to the topic. It is preferred that students wor# in small roups to ma#e a report.
Aims o, the tas": 1) To ac#uire new ideas about possible alternatie energy sources. 2) To recognize how a solar home is made up. 3) To e!plore students' newly learnt language forms and using them in a particular conte!t. Ans0ers to activit one: and "adies gentlemen, this is our new type of solar home. )t is better "tudents= compositions may vary in shape,friendly. contents,)tlenth and clarity. than other homes because it is environmentally is totally )s a by motivation for learnersY creativity, the &est production will &e operated solar energy. corrected andoutside written air on is thecaptured chal#&oard. Ltherwise , the class discusses uring winter, by warm glass roof panels. use the model.into a water tank by an air handling Then,and warm air followin is forced down unit. e$t, the water in the tank is heated and greater &uantities of warm water air are released. The hot air is then sent down a duct to the crawlspace in under-floor area. (fter that, warm water rises through floor registers to the living space. ome of the heated air is absorbed by concrete slabs. )t is released at night. This process is reversed during summer. **
ea%ing 0riting (pae:/! Activit .ne: The pictures on the left illustrate a maa+ine article. oo# at hem and complete each statement with the riht item.(a, &, c or d!
Aims o, activit one: 1) To elicit students' reactions and responses to the images. 2) To find the correct notes depending on a support materials.
Ans0ers to activit one:
1) The ear in picture 8A9 s assau$ted by nose& 2) The ear in picture 8B9 s wearng a hearng ad& 3) The topic of the maa+ine article will &e a&out \ ose Po$$uton" Activit T0o: *ead the te$t and chec# your answers to 9uestions
(, 2 and !. Instead of individual readins, one pupil reads the te$t loudly and then doin the correction collectively on the chal#&oard.
Aims o, activit t0o: 1) To train students on reading while looking for specific information and notes.
Activit Three: *ead the article on the previous pae aain and find
the followin notes on pae 73.
Ans0ers to activit three: *+
a. The noun is &. The verb is c. The a%&ective is
rrtab$ty. s borne out& enta$&
Activit #our: Ghoose the &est title for the article (which could have
included the previous readin passae!.ustify your answers.
Aims o, activit three an% ,our: 1) To train students to pick out some certain language items from a reading passage and to enrich their le!ical and grammatical memories. 2) To make students able to read a passage and identify its secondary and general ideas.
Ans0ers to activit ,our:
‘nother nd o* po$$uton’ is the most appropriate answer. 1ecause
pollution can have different forms and in many fields; air, ar&ae and even noise contrary to what many people thin# that pollution affects only the climate, seas and oceans.
♣ Ti! BoH
(pae: 73!.
Activit #ive: %ic# out e$amples from the te$t on the previous pae
to complete the &lan#s in the Ntip &o$= &elow.
Aims o, activit ,ive: 1) To improe students' writing skills by8 ) (earning what a paragraph is. ) (earning different types of sentences *the differences of function not grammar% ) (earning how a paragraph is constructed using different sentences. +) The independency of each sentence9s idea. +) (earning how different sentences are 2oined to organize a well written paragraph.
Ans0ers to activit ,ive:
a- ) sentence which focuses on the eneral idea. !op% senten%e: egF or a lon time, noise has &een #nown to cause sleeplessness
and irrita&ility, and now other studies are lin#in it to a wide rane of mental and physical distur&ances. b- ) sentence which ives details to support? develop the eneral idea: !he supportng senten%e *2
egF In os )neles, researchers have found that people livin near
the airport haveD %- ) sentence which provides a smooth transition from one idea to another. !he transtona$ senten%e egF In the opinion of many hearin specialists, time is runnin out. d- ) sentence which supports the new idea !he new supportng senten%e: egF The num&er of mental diseases will &e multiplied &y two or threeD e- ) sentence which loically concludes the ideas discussed in the pararaph !he %on%$udng senten%e: egF This health alert aainstDD
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rite it out
(pae: 7!
Activit .ne: %ut the ver&s &etween &rac#ets into the correct form
of the passive.
@ote: ) sentence is missin from the students= &oo#. "tudent,
therefore, are told a&out it &efore carryin out the activity. •
!he ssng senten%e s: &) )t least two reat civili+ations (esta&lish! there
Ans0ers to activit one:
•
The trans,ormation o, sentences into the !assive voice
Throuhout the world, deserts are create% &ecause pastures near arid lands heavily are ra+e% and trample%. a
)round towns, adacent forest &elts are denude% &y people in their search for firewood. b
Aore productive plants are introduce% into semi0arid lands. )s a result, indienous plants necessary for the maintenance of the soil are nude% out. c
*4
Aany people thin# that desertification is cause% only &y a chane in climate, &ut the truth is that deserts are provo# e% &y human actions. %
1ecause of intensive production of cash crops li#e cotton and roundnuts, soil nutrients are dissipate% and the topsoil is erode% &y wind and water. e
) lon time ao, history 0as ma%e in the deserts.
,
Today, a&out 63 million people are threatene% &y the spread of the desert caused throuh the interaction of climatic fluctuations and man=s a&use of his environment. g
esertification must be stoppe% now; otherwise deserts will be transforme% into a curse for man soon. h i
These civili+ations 0ere built in deserts &ecause people #new how to live in harmony with nature. )t least two reat civili+ations 0ere esta&lishe%.
&
Activit T0o The sentences in activity one are not in the riht order.
*e0order them into a coherent newspaper article a&out desertification.
1)
2) 3) 4)
Aims o, activit one an% t0o: To gie students further opportunities to practise the passie oice with longer sentences8 comple!5 compound5 comple! compound sentences5 in different tenses and in a gien conte!t. To identify the different types of sentences *seen in the preious tip bo!%. To know the logical order and organization of the sentences in a coherent paragraph. To make students aware of the use of punctuation and capitalization in written 0nglish.
Ans0ers to activit one:
The pararaph is supposed to have the shape of a leaflet after it is orani+ed &y every student with the teacherYs uidance. The loical order of sentences is:
*5
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here Do e Go #rom ereM A sel,-evaluation sheet
(pae:7!
"tudents are told and encouraed to chec# and evaluate their learnin proress and needs. )s a result, the teacher can learn more a&out students= deficiencies and see what remedial activities should &e reinforced.
H!loring matters ,urther <Htra rea%ing an% leisure)
@ote:
"tudents are encouraed to read all the te$t on paes (760 75 and 7! at home. 1ut I recommend some activities a&out the te$t on pae 77, for its clarity, shortness and easiness to understand, as homewor#. The activities could &e printed and iven to pupils as handouts to use at home. ♣ ea%ing Com!rehension
The su!!ort teHt: The world's water supply *page7 ::% / Read the te!t and then do the following actiities. ♠
*6
I) Activit .ne: )ccordin to the te$t, are these statements true, ,alse
! 2! ! 6!
! 2! ! 6! II)
a! &! c! d! e!
/7 ] of water on our planet is salt. In the future, there will &e more water than it is now. 35 ] of earth=s water is fresh. -ater is important for life. Ans0ers to activit one. /7 ] of water on our planet is salt. true In the future, there will &e more water than it is now. #alse. 35 ] of earth=s water is fresh. #alse. -ater is important for life. true. Activit T0o: *ead the te$t aain and answer the followin 9uestions. -hat are the tenses which are larely used in the te$tF 4ive e$amples. -hat does the percentae 3 ] refer to in the te$tF oes water have any cycle in natureF <$plain. -here are salt water and fresh water stored in natureF -hy is water very important for lifeF Ans0ers to activit t0o
)nswerin the 9uestions accordin to the te$t a) The tense that is larely used in the te$t is the simple present and the passive. Ham!les:
i! -e eat a9uatic plants and animals. ii! -e thin# there is plenty of it DDD b) The percentae 3 ] refers to the amount of Nfresh water= on earth. c) Hes it does. It evaporates to the atmosphere and then comes &ac# in a form of rain and? or snow. This means that we=re usin the same water that dinosaurs used millions of years ao. %) "alt water is stored in the oceans, and fresh water is loc#ed up in ice caps and laciers. e) -ater is very important &ecause it is essential for all life, and without it life could not e$ist.
Aims o, activit one an% t0o: 1) To look for ery specific details in the te!t. *) To find out and know the general and secondary ideas of the te!t . III) Activit Three: A) ind in the te$t words, phrases or e$pressions which are closest in meanin toN *7
0 Bery important (^! _ DDDDD 0 Gollected and stored (^! _ DDDD B) ind in the te$t words, phrases or e$pressions which are opposite in meanin toN 0 'ot much ` DDDDDD 0 ifferent ` DDDD.DD..
Ans0ers to activit three A) $nonmsN
0 Bery important (^! _
.!!ositesN
0 'ot much (^! _ %lenty. 0 ifferent (^6! _ the same.
Aims: $% To enrich student's le!ical memory by obtaining new words and ocabularies. IV) Activit #our: $ntaH A) 0 In the te$t there are (3! three passive sentences. ind them and
write them down. B) O 8,e ust anage water nte$$gent$y and %are*u$$y& 1- *e0write this sentence &einnin with:
a0 ast year D intelliently and carefully. &0 In the future D intelliently and carefully. C) O *e0write the sentences ( a and b! in the passive voice.
Ans0ers to activit #our
) O The three passive sentences in the te$t are: 1- Aost of the water on earth 0/7 ] 0 is salt water (which! is stored
in the oceans. (^! *- Aost of that (water! is loc#ed up in ice caps and laciers. (^! +- The same water is simply recycled over and over aain. (^6! .) O 8,e ust anage water nte$$gent$y and %are*u$$y& a- ast year, water ha% to be manage% water intelliently and carefully. b- In the future, water 0ill have to be manage% intelliently and
carefully Aims: 1) To gie the student additional chances to consolidate and practise some of the language points ac#uired in this didactic unit. *
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-or# on the proect is supposed to &ein as the unit itself &eins. Cowever students may not &e a&le to hand it &y the end of the unit. )fter they are iven ade9uate time to develop it, the teacher schedules a date to discuss every wor#, ma#e comments and ive the necessary advice.
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