Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson: climate- environment- rainforest- desert- grassland- atmosphere- droughts- Blizzard - Drought –Flood- Hurricane- Hurricane....
Procedure
ANTICIPATE :
The teacher monitors a discussion with his learners to go through the pictures.
Aims: -1-Identifying the word ‘climate’.
Questions:
Have you ever wondered why one area of the world is a desert, another a grassland, and another a rainforest? Why are there different forests and deserts, and why are there different types of life in each area?
The answer is climate.
Climate is the characteristic condition of the atmosphere near the earth's surface at a certain place on earth. This includes the region's general pattern of weather conditions, seasons and weather extremes like hurricanes, droughts, or rainy periods. Two of the most important factors determining an area's climate are air temperature and precipitation.
World biomes are controlled by climate. The climate of a region will determine what plants will grow there, and what animals will inhabit it. All three components, climate, plants and animals are interwoven to create the fabric of a biome.
Identifying types of climate areas.
► The different types of climate can be described as follows:
1- Tropical climate – hot –
- Equatorial climate / tropical continental climate/ Hot desert climate
2- Subtropical climate - Warm temperate –
- Mediterranean climate.
3- Polar climate - Cool temperate, cold –
- Arctic & Antarctic climates.
-3- Identifying types of natural disasters Functions: - expressing and justifying opinion.
1* Avalanche/Landslide* can cause extensive damage to anything in its path.
2* Blizzard
3* Drought
4* Earthquake*
5* Flood*
6* Heat Wave
7* Hurricane*
8* Typhoon
9* Cyclone
10* Mudslide* leads to financial, structural, and human losses.
11* Tsunami
12* Volcanic Eruption
13* Wildfire.
1. Look at the map and answer the questions below.
a. Say the names of climate areas in the map in your own language. Then listen and read them aloud in English.
► Monsoon is derived from the Arabic word "مسوم" (mawsim'), which means season.
b. Say aloud the source of the world climate map above.
►www.worldclimate.com is the source of the world climate map above.
c. Identify the type (s) of climate areas, which you have in Algeria and in your region.
► Tropical climate in the North & dry climate in the South
► Mediterranean warm temperature climate and desert climate
d. Identify on the map the climate areas where you have rainforests.
►There are rainforests in tropical areas in mountains.
2. Read the definitions of the natural disasters below and say which of them can affect your country.
Justify your answer.
-Blizzard = violent and heavy snowstorm
- Drought = long period of dry weather
- Earthquake = sudden movement of the earth surface
- Flood = inundation caused by overflowing of water
- Hurricane = violent wind storm
- Sandstorm = violent wind carrying sand
- Tsunami = huge tide caused by shock of waves following an earthquake
- Drought can affect my country because it has a desert climate, especially in the South.
- Earthquakes can affect my country because the north of Algeria is situated in a seismic zone.
- Sandstorm can affect my country because of the desert climate.
- Floods can affect my country because of sudden and heavy rainfalls in autumn.
3. Do you think the world climate is changing? Justify your answer.
I think / in my opinion / to my mind / according to me / from my standpoint / as far as I am concerned / that the world climate is changing. It is becoming warmer. The winter seasons are becoming shorter and the summer seasons longer. "Whether the weather be fair or whether the weather be not, whether the weather be cold or whether the weather be hot, we'll weather the weather, whatever the weather, whether we like it or not!"
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment (causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
…………………………………………………………………………..
Procedure
1. Listen to a radio interview and check your answer to question 3 on the previous page. Unit Five / Script 1 (Listening and speaking) ;page173.
Part One:
Robert: This is «Back to Nature". I'm Robert Kidman. We're at 800-978-8254. And on the line with us now from Madison, Wisconsin, is Mike Richards, a climate specialist.
Mike Richards: how are you?
Mike: Fabulous, thanks for asking.
Robert: Everybody is worried about high temperatures these days. My question then is: Is our climate really changing?
Mike: There's no doubt at all that our climate is changing. The Earth is getting warmer. Our studies show that four years out of the last ten have been the hottest since records began. The cause is carbon dioxide in the air. Its volume has increased a lot because of the burning of oil, coal and wood. This carbon dioxide has enveloped the earth in a sort of greenhouse; you know the type of plastic houses where farmers grow vegetables. This greenhouse traps the heat from the sun. It does not let it go out, so the temperature will continue to rise if we do not reduce carbon dioxide emissions. And we believe that within the next hundred years or so, the Earth will have heated up by four degrees. Yes, our climate is rapidly changing.The world climate is changing because the volume of carbon dioxide-CO2- in the air has increased because of burning oil, coal and wood. This is called, pollution. It’s man-made!
2. What do you expect the interviewee to say about the consequences of global warming in the second part of the interview? Tick (√) in the right box below.
Part Two:
Robert: But what will happen if the climate really changes?
Mike: A lot of things will happen. You know if the earth gets hotter, the glaciers will melt. And if the glaciers
melt, the volume of the water in the seas will increase and the level of sea water will rise. This will cause flooding. As a result, vast area of the Indian coast, Bangladesh, Holland and even London will be under water.
Robert: Are there any other effects you haven't mentioned?
Mike: I'm afraid there are many other effects. For example, if the climate changes.. the winds and rain will change. Some regions will have more storms. These storms will destroy crops, houses and will kill a lot of people. On the contrary, vast areas the world - the United States of America and Russia, North Africa will suffer from lack of rain. This lack of rain, I mean the drought, can transform these areas as deserts. As a result, we will have less food to eat and less water to drink. This is why we, scientists, are raising the alarm about global warming, which is really a question of life and death to us, humans
The sea level will The food producing The temperatures will The coastal areas will
areas will…
rise become deserts go up Become deserts
Remain the same Be under water Remain the same Be under water
Drop Produce more Go down Be under storms
3. Now listen to the interview again and check your answer to question 2 above
4. Listen -Unit Five/Script 1 (Listening and speaking) Part One: again to the interview and answer the questions below.
a. Which gas is responsible for global warming?
a. The gas, which is responsible for global warming, is carbon dioxide.
b. To what does Mike Richards compare the accumulation of this gas around the earth?
b. He compares it to a greenhouse, a type of plastic house where farmers grow vegetables.
c. Why is it called so? (Use the picture to explain to your classmates).
c. It is called so because carbon dioxide traps the heat from the sun, just like a greenhouse.
d. How can we reduce the high temperatures?
d. We can reduce high temperatures by reducing the volume of CO2 emissions.
e. Is the climate specialist worried or indifferent about climate change? Pick out from the interview words and phrases that tell us about his attitude.
e. The climate specialist is worried about climate change.
Evidence from the interview: ‘Everybody is worried about high temperatures these days’ ; ‘scientists are raising the alarm about global warming’ ; ‘a question of life and death to us, humans’.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: conditional type 1.
The structure(s) and vocabulary of the lesson………………………….
…………………………………………………………………………..
Procedure
Task1: Rewrite the verbs between brackets in their correct form:
1-If the climate changes, the glaciers (melt).
2-If the glaciers melt the volume of water (rise).
3-If the volume of water rises, the level of the sea (increase).
4-If the level of the sea increases, many countries (be) under water.
Learners observe and derive the rule.
Reminder: If +Present =Will + Verb (stem); we call this conditional type1.
Task 2: Match each peace of information in column A with its result in column B.
A B
a)- If we don’t find new kind of energy 1-We will reduce pollution of the environment.
b)- If we consume less 2-Many places will become deserts.
c)- If factories continue to discharge industrial waster into seas and oceans 3-We will use up all fossil fuels in the next decades.
d)- If we recycle 4-We will letter less.
e)- If we don’t stop global warming 5-Marine life will disappear.
Key: a-3/ b-1/ c-5/ d-4/ e-1/.
Pair work: Look at the pictures and use the cues in boxes A and B to make a dialogue.
Example:
Ali: What will happen if we cut down the trees / don't stop deforestation / pollute the sea...?
Bashir: If... , fish will die.
- - earth/ to become/ desert - fish/to die
- - animals/to lose/habitat - seabirds/ get stuck/oil spill
- - there/to be/less oxygen/atmosphere - fishermen/to lose/jobs
- - there/to be/more CO2 /atmosphere - beaches/to be/ contaminate
- - there/to be/less summer camping sites - there/to be/less holidaymakers
- - rain water /to erode/soil - people/to have/ enough food/to eat
- - plant species/ to disappear
- - climate/to change
Now write an SOS message (Save Our Souls = urgent call for help). Use the information contained in the boxes above.
Start like this:
Environmental threat!
♣ If you don't stop spilling oil into the sea now, ...
♣ Do you know what will happen / occur if ... ?
Learners give various answers and the teacher corrects them; then he writes the best ones on the board.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment (causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: conditional type 1.
The structure(s) and vocabulary of the lesson………………………….
…………………………………………………………………………..
Procedure
Task 1: Read he sentences and answer the questions that follow:
A: Is the earth really getting warmer?
B: It’s absolutely certain. The earth’s getting warmer.
A: why does it matter if the world gets warmer?
B: Oh, it matters a lot. If the earth gets hotter, the sea level will rise.
Questions:
1-Did I ( the teacher)read the sentences the same way? J justify your answers?
2-Draw the rule?
Rule: Intonation in yes/no questions:
The voice goes up at the end of yes/no questions and down in information questions.
Learners practice and do exercise on page 142 n2.
The teacher draws learners attention to exercise 3page 142 and asks them to do it in order to show them the stress in words ending in “tion” and “sio
Key to task 3:
Verb Noun Verb Noun
pollute pollution contaminate contamination
preserve preservation deforest deforestation
conserve conservation destroy destruction
emit emission degrade degradation
The teacher helps his learners in identify the stress ,then he asks them to draw the rule.
Rule:
We notice that in the verbs, stress is usually on the second syllable, and in
nouns (ending in – tion / sion), it is on the penultimate (second from the end)
Syllable.
the penultimate: the second syllable from the last.
Exercise: underline the stressed syllable in these words:
Civilization-station-demostration-imitation-pollution-deforestation.
The hidden message p.130
Gas emissions cause air pollution, and deforestation leads to the degradation
of the soil.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Aims: - reading and responding to a magazine article. - categorizing
1. The teacher asks his learners to read the text on page 145 and answer the questions on the same page.
a. How do vehicles and factories poison the environment?
a- They swallow oxygen, and their fumes poison the air with carbon dioxide (CO2).
b. Which gas is responsible for air pollution?
b- The gas responsible for air pollution is carbon dioxide - CO2 -.
c. What are the main diseases caused by pollution in towns?
c- Pollution in towns causes lung and skin cancers.
d. How would you explain the negative impact of modem agriculture on people's health?
d- The negative impact of modern agriculture on people’s health is that most pesticides used on food crops are toxic and can cause diseases.
2. The teacher asks his students to guess the meaning of the underlined words in the
text above.
a. What part of speech is the word?
- It's a verb / a noun /an adverb.
b. How do you know?
- Because it comes after "a "/It comes before a noun/It comes after a verb? It has a suffix "-ly" …
c. Look closely at the text. What help does the context provide?
-The word has a synonym in the text/ The word has an antonym/ The adjective derives from NOUN
disease = illness rural pollution ≠ urban pollution dangerous =danger + suffix ‘ous’
d. So the meaning of the word (for example swallow) in the text is a verb because it is between two nouns
e. If you think it is necessary, look it up in the dictionary now.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Task1:
1. Read the text in the previous page & pick out two sentences, which are close in meaning to the following:
Fish is dying because fertilizers, which contain phosphorus and sulphur, are carried into the rives.
Key: In the countryside, fertilizers, which contain phosphorus and nitrogen, spill over into rivers. As a result, fish is dying in increasing numbers, and aquatic life is suffocating from lack of oxygen.
2. Now analyze the sentence above and the sentences from the text and note how the cause-effect relationship is expressed in each sentence.
In the sentence from task 1, the cause effect relationship is expressed through the use of the conjunction of subordination ‘because’.
►Fish is dying because fertilizers are carried into the river.
►Fish is dying because of fertilizers.
Statement because + sentence =cause / reason
Statement because of noun = cause / reason
In the sentences from the text, the cause effect relationship is expressed through the use of the sentence
connector ‘as a result’. ‘so’, ‘thus’, ‘consequently’, ‘therefore’….
►As a result, fish is dying in increasing numbers, and aquatic life is suffocating from lack of oxygen.
As a result + sentence = effect / result / impact / = consequence
We also notice that a reshuffling of the cause-effect relationship into an effect-cause relationship. Illustrate this reshuffling for your learners.
Remender:
CAUSE
Because, because of, as, since, for.
RESULT
As a result, so, consequently, therefore.
Task2:
Match each cause of pollution with its corresponding effect in the table below. Use the connectors and make any necessary changes in punctuation.
Cause
Connectors
Effect
a. Factories and vehicles release gases into the air.
b. CFCs destroy the ozone layer.
c. The atmosphere is loaded with acids .
d. The UV rays reach the surface of As a result
Consequently
Therefore / thus
the earth/ so.
1. The UV rays are not filtered.
2. The atmosphere is
full of pollution.
3.People suffer from skin cancer.
. 4.Acid rains destroy forests.
Key: a:2/b:1/c:4/d:3.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: Reading and writing.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson:………………………….
……………………………………………
Procedure
Activity 4 page 147.
1. Read the table below and make as many sentences as you can. Start like this:
a. The main / major / direct / cause of acid rain / water pollution / …. is …
b. The main / major / direct / effect of water / air pollution / …. is …
key:
1- The main cause of acid rain is acid gas emission from power stations and cars.
2- The major cause of water pollution is sewage and oil spills.
3- The main effect of toxic waste is the creation of ‘earth pollution’.
4- The major effect of factory and vehicle emissions is lung and skin diseases.
WRITE IT RIGHT:
2. Now use the information in the box above to complete the two paragraphs below.
There are four different types of pollution. Firstly, there is air pollution. Its major cause is factory and vehicle emissions. Secondly, we have water pollution. This pollution results from sewage and oil spills. Thirdly, there is earth pollution .It comes from toxic waste. Finally, there is noise pollution. It is due mainly to cars and factories. Pollution is a very serious problem because most of it comes from machines, which man has invented to satisfy his daily needs. For example, we use cars to travel from one place to another; however, these cars release gases into the air. Two of the consequences of this pollution are lung and skin diseases.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Task1: Mark the intonation in these sentences:
Would you like to begin, Mary?
Could I say something?
What's your reaction to John's and Mary's suggestions, Peter?
What have you got to say on the subject?
Is our climate really changes?
Do you want to do more to help the environment?
Do you think it’s going to be expensive?
The learners will draw the rule and write the reminder on the board.
Reminder:
The voice goes up at the end of yes/no questions and down in requests.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Task1:
1- If you put water on the solar cooker. It boils.
2- When you put water on the solar cooker. It boils.
Remark:
In this type of condition ‘I f’ means almost always the same as `when'. The condition can be true at any time.
`If' introduces a condition.
If + present simple / present simple = CONDITIONAL TYPE 0
Task2:
Match each of the conditions (1, 2, 3 ...) in column A with its result in column B (a, b, c...) to build a coherent sentence using "if". Make any necessary changes.
1- If plants do not get water, they die. (b)
2- If you don’t wash yourself, you smell bad. (c)
3- If air gets hot, it rises. (a)
4- If you leave milk in the sun, it goes bad. (e)
5-: If metal gets hot, it expands. (d)
6- If you pour water on fire, it goes out. (g)
7- If a car runs out of petrol, it stops. (f)
Note: ‘If’ in the sentences above can be replaced by ‘when’.
Key:
1 2 3 4 5 6 7
b c a e d g f
Task3:
The teacher gives more exercises to his learners depending on their needs.
Give the right form of the verbs between brackets.
1- If flowers are watered regularly, they( to flourish) rapidly.
2- Why you ( not come ) with us if you enjoy football?
3- Plants release oxygen if they ( to expose ) to sun light.
4- If they ( not hurry), they (not catch the train.
5- If you( to play ) with matches, you may burn your fingers.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Task1:
A: What would happen if it didn't rain again?
B: If it didn't rain again, the earth would become a desert.
The teacher draws learner’s attention by some questions in order to balance their minds; then they can easily guess the difference and write the rule on the board.
Rule
. IF +PAST SIMPLE ...............WOULD/WOULDN'T= CONDITIONAL TYPE 2
"A" and "B" are talking about an unreal situation. It may not happen at all. They are talking about the situation now and not in the past.
Note: We say "If I were you ..." and not "If I was you..."
Very important: :
We do not use "will" in the if-part of the sentence, even though it refers to the future;
E.g. If I pass the Baccalaureate, I will be happy. (Not: If I WILL pass ...)
Task2: Exercise on page 153 n1:
Rewrite the sentences by putting the verbs into the correct form.
a. If we stop traffic pollution, the air will be cleaner.
b. If I were you, I would not use that soap. It contains many pollutants.
c. If we continue to pollute our water sources, we will die of thirst.
d. What would happen if Martians landed on earth?
e. What will we do if we fail the exam this time?
Task3:
Tell the class what you would do for the environment if you were Prime Minister/ if you had power. Use the cues below.
If I were Prime Minister,
a. I would /’d ban CFCs. b. I’d limit toxic wastes.
c. I’d impose higher taxes. d. I’d restrict traffic in towns.
e. I’d restore monuments. f. I’d preserve plants and animal species.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Task1: Derive the root of each word and identify its function?
fashionable - courageous - economical - wonderful - careless - attractive -traditional polluting.
Reminder:
You can derive adjectives from some English words by adding suffixes such as:
- able / ible – ous - al - ful /- less - ive - ic – ing.
Task2: Exercise1 page 15
Use the adjectives derived from the words in bold type to rewrite the sentences below.
a. Paper is a material we can recycle. = Paper is a recyclable material.
b. Co2 emissions contain many toxins. => CO2 emissions are very toxic.
c. Oil spills harm the oceans and seas. =>Oil spills are harmful to the oceans and seas.
d. Ecoclean doesn't harm the environment. => Ecoclean is harmless to the environment
e. A lot of noise aggresses the ears. => Noise is is aggressive to the ears.
f. The greenhouse effect constitutes a danger to the earth. =>The greenhouse effect is
g. Desertification is a problem of ecology. => Desertification is an ecological problem.
dangerous to the earth.
h. This food has no taste. You cannot eat it. =>This food is tasteless.It is not edible/eatable
Note: There is a difference in meaning between edible and eatable.
Edible = Fit to be eaten, especially by humans: edible roots; an edible mushroom.
Eatable = Fit to be eaten; edible: an eatable meal.
Task3: Which adjectives can be derived from the following words?
Poison-attract- china-comfort- price –delight-child- strategy-
Key: poisonous- attractive- Chinese- comfortable –priceless-delighted-children-strategic
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson………………………….
……………………………………………
Procedure
Task1: Complete each sentence with the opposite of the underlined words then anwer the questions below:
1-Pure water is drinkable while polluted water is ……………………………….
2-It’s possible to reduce pollution but it is…………………….to stop it completely.
3-They have agreed on some suggestions but they have…………………on others.
Questions:
1-What’s the root of each word and how do we call the part that comes before the root?
2-What’s its function? Do you know others? Do they carry stress?
Key: 1-undrinkable. 2- Impossible. 3- Disagreed.
words
prefix
Root
suffix
Undrinkable.
Un
Drink
able
Impossible
Im
possible /
/
Disagreed.
Dis
Agree
ed
Remark:
im-ir-il-dis- un- in :are prefixes used generally to form opposites of some words.
1-“mis” and”dis” are often used with verbs.
2- “ill” and “ir” are used with adjectives.
3- “il” before “l”.
4- “ir” before “r”.
5- “im” before “m-b-p”.
Task2:
Add the right prefix to the following words to get their opposites then mark the stress:
spell-significant- regular- moral- legal-satisfied.
Key: Misspell –insignificant-irregular-immoral-illegal-dissatisfied.
Note: The stress falls on the nouns not on the prefixes.
Task3:
Add appropriate prefixes to the following words then use them to fill the gaps in these sentences.
Able – understand – responsible – conscious - friendly.
1- It was very.....................of you to cause that fire on the forest.
2- That fire was so big that we were.................to stop it.
3- Many people are .....................about the danger of air pollution.
4-They quarreled during the meeting; their.....................each other.
Key: irresponsible- unable- unconscious-misunderstand.
USAGE NOTE: Historically, flammable and inflammable mean the same thing. However, the presence of the prefix in– has misled many people into assuming that inflammable means “not flammable” or “noncombustible.” The prefix –in- in inflammable is not, however, the Latin negative prefix –in, which is related to the English. This prefix also appears in the word enflame. But many people are not aware of this derivation, and for clarity's sake it is advisable to use only flammable to give warnings.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson: chemical- machine-chemistry-which……..
Procedure
Task1: Read the following words then note how “ch” is pronounced.
What conclude can you draw?
Check - machine - mechanic.
Key: /
The combination of “ch” can be pronounced: .
………: chair.
…….. .:machine.
……. :mechanic.
Task2: Read the following words then guess how “ch” is pronounced.
Carbon -choler- technology –architecture- chemical- chemistry- children – which.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment ( causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson:………………………….
……………………………………………
Procedure
WORK IT OUT
1. Read the text on page 158 and answer these questions:
a. What solutions to the problem of rubbish are suggested?
a. Three solutions are suggested: Reduce, Re-use & Recycle or the 3 R’s
b. Would you buy drinks packaged in glass bottles or in plastic bottles? Why?
b. I would buy drinks in glass bottles because I can / could wash them & re-use them many times over.
c. Which of the solutions suggested suits you best? Justify.
c. The 3 R’s solution is the best because we reduce the amount of rubbish by recycling and re-using it.
CONSOLIDATION AND EXTENSION :
2. Have you really understood the text? If so, observe the contents of the dustbin below and classify them into three categories using the table on page 159 n 2.
3. Now separate the recyclables according to the material they are made of.
Plastics Paper Metal Any other
Plastic sandwich bags Old copybooks empty juice boxes Lettuce leaves
Plastic shopping Sacks Empty soda cans Old vests / shoes
Sacks Newspapers Food cans Glass soda bottle
Plastic yoghurt bottles Old books Tomato paste tins
Empty used tooth paste tubes
4. Making the best use of the information from the text, find two advantages for making an effort to recycle rubbish and complete the resolution below.
I’m not a litter lout and I consider that it’s worth making the effort of recycling my rubbish because this reduces the amount of litter in the environment. Another reason is that we can get new products from it.
5.Now consider the reusable. How are you going to help reuse them? Choose alternatives from the checklist and justify any decision you will take.
−reuse them myself . How?
−give them to charities like the Algerian Red Crescent
−distribute them to the needy
−Any other alternative.
I will give them to charities, like the Algerian Red Crescent, in order to help the needy.
6. Now, suppose you were a Friend of the Earth. What solutions would you suggest to solve the problem
of waste products. Write a short paragraph starting like this:
If I were a Friend of the Earth , I would organize a cleaning campaign in my town. I would write a petition to the Prime Minister to ask him to ban products with heavy packaging.
Unit three: pollution.
The objective of the unit: By the end of the unit, learners should be able to write about how to protect the environment (causes-results-conditions).
Step: listening and speaking.
The objective of the lesson: to introduce the whole topic of the unit to the pupils and exchange ideas.
The structure(s) and vocabulary of the lesson: some- few- much- more- large quantity-
A lot of-…………………………
Procedure
Task1: Read these sentences and answer the questions.
1-There are some books on the desk
2-He's got only a few dollars.
3-How much money have you got?
4-There is a large quantity of fish in this river.
5-He's got more friends than his sister.
Questions:
1- How do we call the words written in bold?
2- What are their functions?
3- Do you know other words which are similar to these ones?
If yes, cite them.
Reminder:
Quantifier is a word or phrase which is used before a noun to indicate the amount or quantity.' Some', 'many', 'a lot of' and 'a few' are examples of quantifiers.
Quantifiers can be used with both countable and uncountable nouns.
Examples of quantifiers:
With Uncountable Nouns: Much - great deal of-a large amount of - a little/little/very little-a large quantity of - a bit (of).
With Countable Nouns: Many-a few/few/very few -a number (of)-several-a large number of-a great number of-a majority of.
With Both :
• all- not any - less/least- more/most- enough- no/none- not any- some- any- a lot of- plenty of.
•
NOTE:
Few, very few mean that there is not enough of something.
A few means that there is not a lot of something, but there is enough.
NOTE:
Little, very little mean that there is not enough of something.
A little means that there is not a lot of something, but there is enough.
Task two: Read the notes in the box and then do the activities that follow.
The use of quantifiers whether they refer to countable or uncountable nouns.
a- Countable : animals , persons , pupils
100%
most of All of
half of many
a few some
. 0% no / none 100%
b- Uncountable : water , coffee , milk . most of All of
A little some much
. 0% no / none
Remark: when we want to say that a big quantity of matter exists, we begin the sentence with : there is a lot of/ plenty of / much/ water on earth.
When we want to describe this quantity of matter, we use quantifiers, such as: none of/ a little of / some of / most of / all of .
Task one : rewrite the paragraph by replacing each of the underlined expressions with its corresponding quantifier from the box above .
It’s true that ther is a lot of water on earth; however , we can’t use 100% of it because 97% of it is salt-water stored in oceans . Only 3% of the earth’s water is fresh water .30/ of the fresh water isused for daily needs and 30/of it is used for irrigation. If we continue to pollute our water sources, therwill be no water left for drinking.
Key :
- 100% of it = all of it - 97% of it = most of it
- 30% = some of it - 3% = a little of it - No water = none (of it)
Key to exercise 2 on page155:
40 of them = half of them - the other 40 = the other half
60 of them = most of them - about 10 = a few of them
12 of them = some of them - no demonstrator = none of them
من طرف 
