2nd year lessons UNIT 01+02 PART 02

2nd year lessons UNIT 01+02 PART 02

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م14 2nd year lessons UNIT 01+02 PART 02

مُساهمة من طرف lucky girl 24 في الأربعاء 25 مارس - 21:14:45

Don’t feel obliged to assign the same project to your students for three years in a row. Please
remember that project work is not simply going to the Internet and getting print-outs to be handed
to the teacher. Project work should have a personal touch, otherwise it does not deserve to be
called so.
SNAKEFOOD p.33
TOMATO-ONION-RICE-SPAGHETTI-POTATO-MILK-JAM-PEA-BREAD-BUTTERCHEESE…
WHERE DO WE GO FROM HERE ? (p.31)
SKILLS CHECK (p.31)
You can assign other activities than the ones suggested in this key.
TEXT ONE (p.32) TRADITIONAL MANNERS AND CHANGING MANNERS
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I. READING COMPREHENSION
QUESTION ONE (Key:The correct answer is D.)
What is the main idea of this passage ? Circle the correct answer.
A. New generations are becoming more and more impolite.
B. Young generations are now using the intimate second form everywhere and with
everybody.
C. Some children are less respectful towards adults.
D.In modern society, good manners are changing.
QUESTION TWO
Circle true (T) or false (F). For the false statements, give the correct
information. (Key: Statements A and B are false.)
A. Sandra used to spend the whole day with her grandmother. T. F.
B. Sandra addresses elderly people in an informal way. T. F.
C. Today young people use informal language everywhere and with everybody. T. F.
QUESTION THREE
In line 8 of the text, the phrase ‘good etiquette’ refers to :
A. the practice of good manners.
B. to two different ways of addressing people.
C. the formal way of addressing elderly people.
( Key: The correct answer is A.)
Written composition
The tourist office in your area has decided to produce a series of welcoming letters ( which
will placed in airports, seaports, hotels, holy places, mosques, etc.) whose purpose is to help
tourists understand local customs and traditions and behave in appropriate ways, in different
settings, write your welcoming letter.
TEXT TWO (p.33): BARBER OR DOCTOR ?
QUESTION ONE
Read aloud the many jobs Turner’s father used to do. Then complete the chart.
Jobs Types of things he used
to do
A barber
A dentist
A doctor
A paintings merchant
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QUESTION TWO
Look at this definition: «Leeches are parasites which look like worms.» Now complete the
three definitions below.
A. A hairdresser is ... who ...
B. A dentist is …who ...
C. A toothache is …which ...
QUESTION THREE ( Key:The correct answer is A.)
Is this text an example of
A. factual reporting ?
B. neutral presentation of several points of view ?
C. enquiry ?
TEXT THREE (p.34) DO IT IN STYLE !
READING COMPREHENSION
QUESTION ONE ( Statements A and C are false. )
Circle true or false. When false, give the correct information.
A. To have style is to be fashionable. T. F.
B. People’s appearance tells others who they are and what they do. T. F.
C. Rich people always want to prove they have money T. F.
D. A depressed person person will not do his hair. T. F.
QUESTION TWO
What does each individual wear and what for? Complete the chart.
What ? What for ?
a soldier
a punk
a Samurai
a Roman
a rich man
WRIITEN COMPREHENSION
You have recently attended a fashion contest organised in your hometown by a famous designer.
Write a review of this event for the fashion magazine DZERIET and say what you think such an
event can bring to people in Algeria ( 20 lines) .
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Unit two
OBJECTIVES
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PREVIEW (p.36)
Go through the preview with your students and make them aware of the end-of-the unit
objectives. Brainstorm the types of projects that can be compatible with the language exponents
and skills that will be learned in the unit.
THINK IT OVER (p.37)
Interact with your students about the different symbols/pictures to allow them enter smoothly the
unit. e.g., What does the picture on the left-hand corner represent/show? It represents the United
Nations Secretariate Building? Where is it situated? ...
WORDS TO SAY(p.37)
Read aloud the abbreviations/acronyms and get your students to repeat the pronunciation of these
abbreviations/acronyms before setting them to match some of the symbols/pictures with their
corresponding abbreviations/acronyms.
DISCOVERING LANGUAGE (pp.38-43)
BEFORE YOU READ (pp.38-39)
Interact with students and try to elicit an interpretation of the picture. Try not to correct your
students’ responses at this stage.
KEY
1- The “blue helmets” / U.N’s peacekeeping troops.
2- They are working for the United Nations Organisation.
3- They are from Algeria
4- The buildings are destroyed because of the war.
5- The soldiers’ chief duty is to re-establish/restore peace in the area.
6- Suggested answer: Yes, I would like people all over the world to live in
peace/ to make peace.
AS YOU READ (p.38)
Act. One (p.38)
Check the students’ responses to the Before you read activity. The key is given above.
Act. Two (p.38)
It is not necessary to set the same questions for your students year after year. You can devise your own
questions about the text. However, it is important to introduce equivalents of modals can and could when
you set your questions.
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KEY
a- The horrors of modern warfare have made Man think about the
preservation of human life.
b- It could not stop stop/It was incapable of stopping fascism because it had
no power of its own.
c- It is the Security Council of the U.N. that can settle disputes.
d- Possible title: The United Nations: Its Branches and its Functions
AFTER READING (pp.39-41)
KEY
a- “Can” expresses possibility; “Can” can also express also ability or permission. e.g.,
ability: I can ride a bicycle.
permission: Can I go out?
b- The regular past form of can is could. Its irregular form is was/were able to. We can
replace managed to by was/were able to , which indicates a successful completion of an
action.
c- The future form of “can” is: “will be able to”.
Refer your students to the Grammar reference N° 8, page 197 to check their answers and to
consolidate further the use of can/could and their irregular forms.
PRACTICE (pp.40- 41)
Act. One (p.40)
The students will practise the use of the modals can/could and their irregular forms by doing a
completion activity.
a. The League of Nations cannot impose economic sanctions on warlike nations.
b. Germany will be able to join the Security Council soon because it is the third economic
power in the world.
c. The UN General Assembly can only make recommendations to the
Security Council. It cannot make decisions.
d. The United Nations Organization has not been able to create a permanent military force
yet.
e. Dag Hammarskjold, who served as Secretary General of the UN from
1953 to 1961, was able to organize peacekeeping task forces.
f. UN peacekeeping troops, called ‘blue helmets’, can use force only for
temporary self-defence purposes. They can maintain peace, but they can not prevent war.
g. The United Nations Educational, Scientific and Cultural Organization
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(UNESCO) was able to launch its Peace Programme only after the end of the Cold War.
Act. Two (p.40)
In this activity, your students will identify the different functions that can be expressed by the
modals can and could. You can tell your students to write sentences of their own to express
the same functions using the same modals.
KEY
Column A Column B
1. Can you hear what he’s saying?
2. We could build a culture of peace
by being more tolerant.
3. Contrary to what some people
think, women can be tall
and strong.
4. “I’ve hurt her feelings. What shall
I do ?”
“Well, you could apologize to her.”
5. I wonder if you could come here
and talk it over.
6. At the age of 17, you can take
your driving licence
with your parents’ consent, but you
can’t vote.
7. Don’t lean out of this window;
you could fall down.
8. Can I help you?
a. ability
b. possibility
c. possibility
d. suggestion
e. request
f. permission
g. warning
h. offer
Act. Three (p.41)
The aim of this activity is to illustrate the idea of achievement inherent to the use of the irregular
form of can was able/were able to.
Example
You: Did you convince them?
Your partner :Yes. It was difficult. But we were able to do it in the end.
The answers are not necessarily the ones given in this key.
You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they
were able to reach an agreement at the last minute of the discussion.
You: The exercise was difficut, wasn’t it?
Your partner: Yes, we were able to solve it thanks to the collaboration of everybody.
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You: My car broke down in a forest road.
Your partner: Were you able to repair it and drive back home?
WRITE IT RIGHT(p.41)
Before setting the students to task, make sure you explain to them what the word prejudice
means. Brainstorm with them the types of gender/generational/racial prejudice that are most
common in our society. e.g., Women are not usually considered to be strong; men are thought as
effiminate if they speak softly; the elderly are supposed to be able to do nothing once they are
retired; the young are regarded as impulsive etc. The students should feel free to denounce the
prejudices they like.
Down with Prejudices
Do you think a woman can be tall and strong ?
Do you think she can be pretty and strong?
Do you think she can be a good mother and a bread winner ?
Do you think a man can be small and pretty?
Do you think he can speak softly and still be considered a man?
Do you think the elderly people can _____?
Do you think they _________________________ ?
Do you think young people can be young and wise?
Do you think they _________________________ ?
If you do, then you deserve to be called an unusual human being .
SAY IT ALOUD AND CLEAR (p.42)
Act. One (p. 42)
KEY
Intonation at the end of the underlined sentences:
Journalist: …Could you spare a few minutes please ? ì.
El-Baradai:………………………………………………..
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Journalist: …How do you feel about it ? î
El-Baradai:
Journalist: Would you mind saying in what sense please? ì
El-Baradai: Not at allî
Journalist: May I ask another question ? ì
El-Baradai:
Journalist: I wonder if you could tell me something about the chances of
peace for the next decade please ? ì
El-Baradai: Journalist: Will you please give us some examples ? ì
El-Baradai: ...........................................................................
Act. Two (p.42)
Before the students start doing the activity, make sure you simulate requests with the language
exponents given in the textbook. Put emphasis on the new forms: I wonder if ..., Do/would you
mind ....?
WORKING WITH WORDS (p.43)
Act. I
Your students can be asked to bring out print-outs of other abbreviations/acronyms from the
Internet to the classroom. They will make a synthesis of the major organisations concerned with
peace and human relief all across the world and make a classroom wall sheet . You can check the
pronunciation of the acronms/abbreviations in the Oxford Advanced Learner’s Dictionary of
Current English or in the Oxford Advanced Leaner’s Encyclopedic Dictionary. Please
remember that some of the abbreviations/acronyms can stand for various organisations. Those
suggested here are not necessarily the ones that your students will suggest.
Abbreviation/Acronym Full form Description
UNWRA United Nations Relief
Works Agency
The UNWRA is the
U.N organization which
brings relief to people
in need.
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ABC American Broadcasting
Company
ABC is one of the four
most important TV
channels in the United
States of America.
A-BOMB Atomic bomb A bomb which derives
its destructive power
from the rapid release
of energy by fission of
heavy atomic nuclei.
The first atomic bomb
to be used was dropped
on Hiroshima , Japan
on 6 August 1945 by
the USA.
AID Agency for International
Development
BBC British Broadcasting Corporation
CIA Central Intelligence Agency
CNN Cable News Network
FBI Federal Bureau of Investigation
FIFA Federation Internationale de
Football Association (International
Association Football Association)
GB Great Britain Great Britain comprises
...
MBC Middle East Broadcasting Company
NATO North Atlantic Treaty Organisation
NBA National Basketball Association
OPEC Organisation of Petroleum
Exporting Countries
Ph.D Doctor of Philosophy
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PTA Parent-teacher
Association /
Passenger
Transport
Authority
UK United Kingdom
WBA World Boxing
Association
Act. Two (p.43)
Brainstorm the major concepts that can related to peace and war in the classroom by making a
word map. Then assign the words as dictionary entries to be completed at home in the way
suggested in the textbook. You will check the students’ work in the classroom. Here are some
words related to peace and war : violence, treaty, consensus, discussion, dialogue, non-violence
...
LISTENING AND SPEAKING (44-47)
Act. One (p.44)
Ask questions about the picture. e.g., Who are the girls in the picture? They are school girls?
Where are they? How do you know? Do they look happy? ... It is not necessary to get the right
answers at this stage.
Act. Two (p.44)
The students will check some of the predictions they have made in Act.One.
Act. Three (p.44)
The questions included in this activity will allow the students to identify the actors, the situation,
the topic of discussion and to provide a summary of the dialogue they have listened to. These
questions are related to the listening strategy of not trying to know every single word when
listening to conversation .
a- two classmates
b- in the classroom (see the picture)
c- Leila is upset; she’s angry with Maya.
d- Yes, it is.
e- Maya has made fun of her friend Leila in front of her classmates. Leila is angry with her. At
last, Maya feels sorry for what she has done.
Act. Four (p.44)
No, I did’t. ( Stress falls on the auxiliary.)
Yes, you did.( Stress falls on the auxiliary.)
Did I ? ( Stress falls on the personal pronoun.)
You did . (Stress falls on the auxiliary.)
pp.3435
Act. Five (p.45)
Simulate the snippet for your students before they act it out. They can play a variation on the
snippet.
YOUR TURN (45-46)
Go through the tip box before moving on to the next activities. Relate the information in the tip
box to the comprehension questions in activity three.
Act. One (p. 45)
The answers are not necessarily the ones given in this answer key.
A- Your partner: Sorry, I should have asked for your permission.
B- Your partner: He shouldn’t have done that.
C- Your partner: He shouldn’t have borrowed it without your permission.
D- Your partner: I’m really sorry. I shouldn’t have said that.
Act. Two (p.46)
KEY
A- O
B- D
C- D
Have your students write similar sentences to express deduction and obligation.
WRITE IT UP (46-47)
Brainstorm the difficult vocabulary in the box before setting the students to task. Refer the
students to the Grammar Reference n° 9 on page 198 before you set them to task.
Possible key
- We have to tolerate difference.
- We have to respect each other.
- We have to keep cool.
- We shouldn’t shout at each other.



lucky girl 24
lucky girl 24
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تاريخ الميلاد : 08/11/1989
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الموقع : guelma

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