Get documents about "waste not want not
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Document Sample
Theme: World resources and sustainable development.
Unit 03: Waste not, want not.
Function: Narrating-Describing a process- Promising- Asking for giving information-Reporting
References: Getting through/ Personal support.
Level: 2AS
Content of the Unit
Aim of the Unit: by the end of the unit students will acquire a competence to do their project work
which is making a conversation plan.
-Students will be able to narrate/ describe a process/ to promise/ to ask for or give
information.
- They will be able to report.
-They will acquire a competence to organize a paragraph, to read a general idea/ to read for
specific information.
-They will be able to listen for specific information.
-They will be able to write a press release.
-They will be able to make an oral and written presentation of the project.
Language points:
-The present simple passive.
-The past simple passive.
-The future simple passive.
-The present perfect simple passive.
-The passive with modals: must, can, may, should……
Pronunciation:
-Intonation (listing).
-Strong and weak forms of auxiliary was and were in the passive.
-Pronunciation of must, can, should in the passive.
-Problem consonants and vowels.
Vocabulary:
-Strategies for consulting monolingual dictionary.
-Study a dictionary entry.
Rubrics Lesson Plan Aims T.A
Discover - Teacher introduces the lesson by asking students To motivate
the questions about the map. students and to 15mn
1) Which part of the American continent does the map check their
language
represent? background
2) What is Brazil famous for? knowledge.
3) What are the two imaginary lines shown in the map?
Before you
4) What is the weather like in the areas/ countries
read
which are near these imaginary lines?
Key:
1) The map represents Southern America.
2) The area in green stands for the Amazon
forest.
3) It is situated between Brazil, Peru,Ecuador
and Bolivia.
4) The equatorial climate is hot and humid.
5) The line is that of Equator.
As you Task 1 p 60: this task has the same answers as the -To check students 10mn
Read previous questions. understanding and
compare their
Task 2p 61; answer the following questions.
answers with their
-Students read the text and try to answer the questions
previous ones.
according to the text.
Key:
1) There is more than a decade of global fossil fuel -To enable students
emissions of carbon dioxide stored in the to read for specific
Amazon forest trees. information. 30mn
2) The Amazon basin ecosystem has been
protected from the threats because of its
isolation.
3) It is one of the world’s greatest conservation
challenges because it is no longer isolated.
Grammar desk p 61:
After Teacher asks the questions in the grammar desk to
Reading make students distinguish between the two types of
sentences.
-Motivate pupils to compare sentences (A) and (B). -To focus on the use
Key: of the passive and
A) Timber companies fell the trees. active form. 1h
B) The Brazilian government built new roads in
Amazon.
- These sentences are in the passive voice because the
subjects of the verbs are not really doers of the actions.
- The sentences focus is on the action rather than on
the doers/ performers.
a) Timber companies fell 18000 km2 of the forest
trees.
b) The Brazilian government built new roads
throughout the 1960’s and 1970’s.
3) Comparing between the sentences:
- The sentences that give attention to the action itself are
the sentences from the reading passage (passive voice).
-The student’s sentences are in the active form, they
put emphasis on the doers of the actions.
4) The writer has inverted the structure by
foregrounding the action (putting it first in the sentence
structure) and putting the doers (subjects) of the action - To give students
at the end of the action. the competence to
5) Match sentences a-d with the appropriate tenses: recognize the tenses
A→C (Present simple passive). of the sentences.
B→D (Past simple passive).
C→B (Present perfect passive).
D→A (Future simple passive).
6) Read sentences again, is it always necessary to use
“by”?
-No it is not always necessary to use “by” in the passive
sentence.
-We use it when we want to draw attention to the doer
of the action. -To enable pp’s to 15mn
Task 1p 62: read the report and put the verbs use the past simple
between brackets into the simple past passive. passive.
Key:
-was wrecked- it was washed -To enable students
-The water was polluted- the beach was damaged. The to acquire
fish industry was ruined. Hotels and restaurants were competences to
closed. conjugate verbs in
the simple past
active and passive,
Task 2p 62: conjugate the verbs between brackets
and be able to
into the simple passive. Then listen to the dialogue and
Practice note how “was” and “were” are pronounced.
differentiate 15mn
between the two.
Key; -To focus on the
Speaker A; what happened to the Exxon Valdez? pronunciation of the
Speaker B: it was wrecked off the coast of California auxiliaries “was” and
and the oil spilled out. “were”
Speaker A: the oil was washed out onto the beach? (weak/strong forms)
Speaker B: yes it was. “Strong form”. 15mn
Speaker A: was the fish poisoned? -To focus on the
Speaker B: yes, they were. “Strong form”. They were pronunciation of
suffocated for lack of O2. “was” and “were”.
-To enable students
Task3 p 62: act out the dialogue above (books shut). to stimulate the
dialogue.
Task4 p 62: turn sentences A-E below into the -To enable students
passive form. to make
Key: transformations
1) Air pollution is caused by fumes from from active to 15mn.
automobiles exhaust pipes. passive using by.
2) Many water zones will be depleted of their
oxygen by pollution soon.
3) Cigarette smoking will be banned by Algerian
government next year.
4) A lot of environmental stamps have already
been issued by the post telecommunication
ministry.
5) No drastic limits have been imposed on gas -To enable students
emission yet. to write a press
Write it Task p 63: release.
Right. Teacher explains what a press release is? -To stress on the use
Key: of the passive voice 1h
We make our sincere apologize for the damage caused in the future.
by the wreck of the Exxon Valdez yesterday. Oil will -To enable students
be recuperated with special machines and spoiled to acquire a
beaches will be cleaned. Marine life will be restored; competence to
birds will be washed out. We promise that 2000 distinguish between
workers will be recruited soon. Hotel workers will be the falling and the
employed by the company and the tourist industry will rising of intonation.
be compensated for its loss. -To enable the
students to find out
Say it Task 1p 64:
the problems of 15mn
Loud and -The activity illustrates list intonation. We use a
pronunciation.
falling(↓) intonation when we end the listing and a
Clear
rising (↑)intonation when we are still in the process of
doing so.
Key:
energies↓………solar↑, wind↑, biomass↑ and
hydroelectric↓.........resources: the wind↑, the sun↑, the
mountains↑………viable↓. It is cheaper↑, safer↑, and
less polluting↓. ………in Biskra↑, Djelfa↑, Hassi
Rimel↑……of Algeria↓. 15mn
Task 2p 64:
Teacher discusses with students and tries to drop out
-To correct the
the sounds which do not exist in their native language.
mistakes of
Key: p- v- tʃ- g- dʒ. transcription.
Task 3 p 64: the underlined letters in the words
below are mispronounced. Correct the mistakes in the
transcriptions.
Letter: /
Beautiful: / 20mn
Burned: /
Were saved: /
Polluted: /
Bird: /
Washed: /
Task 1p 65:
Working Students are asked to look for the words in a dictionary.
with Key: -To enable students
Words Conceive:…………… to find the correct 15mn
Sewage:……………….. definition in a
Deplete:………………..
dictionary.
Task 2p 65:
Teacher teaches the students the strategies for checking
difficult vocabulary. They need to identify the category
of words.
Key:
A→ Pronunciation B→ Noun
C→ Figurative Language D→ Example
E→ Transitional V F→ Something
G→ Somebody H→ Proverb 15mn
I→ Uncountable J→ Colloquial English -To identify the
K→ American Eng L→ Noun, colloquial eng categories of the
M→ Adjective N→ Adverb words.
-Teacher interacts with students to make them identify
and interpret photosynthesis process.
-Then they will fill in the blanks.
-To enable students
Developing identify the process
Task 1p 66: look at the picture and complete the
Skills through (from) the
blanks in sentences from a-e using the correct form of
picture.
the verbs in the box?
Key:
a) Carbon dioxide is derived from the air.
b) Water is drown fro the soil.
c) Sunlight energy is absorbed by the chlorophyll.
d) Oxygen is released from plants.
e) Sugar is produced during photosynthesis.
Task 3p 66: listen to your teacher and note how
modals are pronounced. Cross out the wrong
transcriptions?
Key: the correct transcriptions are: -To listen and select
/ məsbiː / - / kɑːmbiː / / ʃumbiː/ the right 30mn
pronunciation.
Task 4p 66:
Teacher brainstorms the topic with students before
they describe the process of respiration of the plant at
night.
-To sum up what
Your Task p 67: turn the sentences below into the has been studied and
passive. Note how modals are pronounced? check students
Turn Key: understanding of the
1) Animals in danger of extinction mustn’t be photosynthesis
hunted. process.
2) Recyclable objects shouldn’t be thrown away.
3) Desertification should be stopped. -To be able to turn
4) Pollution can be divided into four types. sentences into the
5) Alternative energy may be grouped in 5 types. passive.
6) Human resources must be protected. -To focus on the
Tip Box pronunciation of
Discourse markers:: modals.
Eg: first, second…..
Next, then……
In addition, moreover, besides……….
Lastly, finally, to conclude………
Task p 68:
-Teacher interacts with the students using the picture.
Write it -Teacher helps the students to identify the different
up parts of the solar home. Besides, teacher explains the
difficult vocabulary items.
E.g.; during winter, outside air is captured by warm -To enable students
glass roof panels. Then, warm air is forced into a water to acquire a
tank by air handling unit. Next, the water in the tank is competence to write
heated and greater quantities of warm water air are a speech using the
released. The hot air is then sent down a duct to the link words
crawlspace in under floor area. After that, warm water mentioned in the tip
rises through floor registers to the living space. Some of box, focusing on the
the heated air is absorbed by concrete slabs when it is use o the passive
released at night. This process is reversed during voice.
summer. -To enable the
students to guess the
Reading Task p 69: the picture illustrates a magazine article.
answers by looking
and Look at them and complete each statement with the
to the picture.
writing right item (a, b or c).
Key:
1) The ear in picture A is assaulted by noise. 1h
2) The ear in picture B is wearing a hearing aid.
3) The topic of the magazine article will be about -To enable students
noise pollution. acquire a
Task 3p 70: read the article on the previous page competence in
again and find the answers for the following? finding meaning of
Key: words, and
-Easily made angry→ irritability.(noun) distinguish between:
-Is confirmed→ is borne out. (verb) noun/verb/adj
-Related to the brain→ mental. (adjective)
-To choose the best
Task 4p 70: choose the best title for the article? title.
justify
Key:
a- Another kind of pollution.
Justification: Noise pollution has not been recognized
as such until recently.
Tip Box
Task 5 p70: pick out examples from the text on p69
to complete blanks in the tip box below?
Key: -To focus on the
a) A sentence which focuses on the general idea is: types of sentences
For a long time, noise has…..physical disturbance. which enable
b) A sentence which gives details to support /develop students to write a
the general idea is; well organized
In Los Angles……..airport have…….. paragraph.
c) A sentence which provides a smooth transition
from one idea to another is:
In the opinion of many……….running out.
d) A sentence which supports the new idea is: 1h
The number of mental……..by three or four.
e) A sentence which logically concludes the ideas
discussed in the § is:
This health alert………………
Task 1p71: put the verbs between brackets into the
Write it correct form of the passive
out Key:
a) are created- are grazed- trampled
-To focus on the
b) are denuded
passive voice.
c) are introduced-are nudged out
d) is caused- are provoked
e) are dissipated-is eroded
f) Was made.
g) Are threatened.
h) Must be stopped.-will be transformed
i) were built
j) were established.
Task 2p 71; re-order sentences in exercise 1 to have
a coherent newspaper article about desertification:
Key;
The order:
1. f / 2. k/ 3.i /4. g / 5. d / 6.a / 7.c / 8. e / 9.b / 10.h
The article;
A long time ago, history was made in the deserts. At
least two great civilizations were established there.
These civilizations were built in deserts because people
knew how to live in harmony with nature. Today, about -To be able to re-
140 million people are threatened by the spread of the order sentences, and
desert caused through the interaction of climatic make coherent
fluctuations and man’s abuse of his environment. Many paragraph
people think that desertification is caused only by a
change in climate, but the truth is that deserts are
provoked by human actions. Throughout the world,
deserts are created because pastures near arid lands
heavily are grazed and trampled. More productive
plants are introduced into semi-arid lands. As a result,
indigenous plants necessary for the maintenance of the 1h
soil are nudged out. Because of intensive production of
cash crops like cotton and groundnuts, soil nutrients
are dissipated and the topsoil is eroded by wind and
water. Around towns, adjacent forest belts are denuded
by people in their search for firewood. Desertification
must be stopped now, otherwise deserts will be
transformed into a curse for man soon.
-to know more
Task 2 part b: about types of
Topic sentence→ a long time ago…..in deserts. sentences in well
Supporting sentences: written paragraph.
1→ at least, two……..there
2→ these civilizations……….with nature.
Transitional sentence:
Today, about…….environment.
Supporting sentences for the new idea:
1→many people ……actions
2→throughout the world……..trampled.
3→more productive……….the soil are nudged out.
4→because of intensive………water.
5→around twns…………fire wood.
Conclusion:
Desertification must be stopped now………man soon
