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After reading: (p 61)
Grammar Desk :( p 61) -enable students
40 After reading: Ss-Ss
Grammar reference N10 - p199-200 to recognise and
minutes (p 61) Ss-T
- The Teacher asks the questions in the grammar desk to convert the
Grammar make students distinguish between the two types of active and
Desk :( p 61) A-V sentences. passive voices.
-For more explanation,the teacher refers students
Grammar
to pages 199,200 and explains the difference -Students Build
reference N10
between the active(subject of the verb is the knowledge of
- p199-200
agent of the action) and passive(subject of the the form of
verb is the object of the action). Then, the The active and
teacher draws a table to show the steps and passive voices
changes needed when converting active into passive and how to make
and vice versa. transformations.
Key:
1- a- Timber companies do.
b- The Brazilian government did
These sentences are in the passive voice
because the subjects of the verbs are not
really the doers/agents of the actions i.e.,
the focus is on the actions rather than on the
performers/ doers (of the actions).
2-a- Timber companies fell 18.000km2 of
forest trees
b-The Brazilian government built new
roads throughout the 1960s and 1970s.
3- The sentences that give attention to the
action itself are the sentences from the
reading text;
The students sentences are in the active.
They put emphasis on the doers/performers
of the actions.
4- The writer has inverted the structure by
foregrounding the action (putting it first in
the sentence structure) and putting the real
performers/doers of the action at the end of
the sentence.
5- a-C(present simple passive);
b-D(past simple passive);
c-B(present perfect passive);
d-A(future simple passive)
6- No, it is not always necessary to use by in
passive sentences. We use by when we want
to draw attention to the doer of the action.
Use of Passive:
- Passive voice is used when the focus is on the action. It is not important
or not known, however, who or what is performing the action.
- Sometimes a statement in passive is more polite than active voice
Form of Passive:
Subject (the Object in active) + finite form of to be + Past Participle (3rd
column of irregular verbs) + Object (the Subject in active).
When rewriting active sentences in passive voice, note the following:
the object of the active sentence becomes the subject of the passive
sentence
the finite form of the verb is changed (to be + past participle)
the subject of the active sentence becomes the object of the passive
sentence (or is dropped)
Examples:
Simple Present: Rita writes a letter.
- A letter is written by Rita.
Pronouns:
I Me It It
You You We Us
Key:
- Making use of the same exercise, the T points out to the Pronunciation
three different pronunciations of final ed. Then, an of final "ed".
exercise is designed to classify different words according
to pronunciation of ed.
-PPs build a rule from the examples given.
III) Working with Words: by the end of this sequence, pupils should be
able to:
-strategies of checking a monolingual dictionary;
-study a dictionary entry.
-form nouns: (poor/poverty) hungry/scarce /homeless
-The (before collective nouns): the poor,
-work with a monolingual dictionary
-study a dictionary entry.
T-Ss -The yeacher asks Ls to read the given dictionary entry -Make PP
Activity and to put the keys in the right boxes: familiar with
Ss-Ss
30 3 page keys of a
minutes 65 Ss-T dictionary
Key:
A: / west/ pronunciation entry.
A-V B: ~land compound/complex word
C: (fig) figurative language
D: (eg) example
E: (vt) transitive verb
F: (sth) something
G: (sb) somebody
H: (prov) proverb
I: [U] uncountable noun
J: definition
K: [US] American English
L: Colloq colloquial English
M: adjective
N: adverb Part of speech
Developing Skills
I) Listening and Speaking:
Language Outcomes: by the end of this sequence, pupils should be able
to:
-listen to a lecture;
-manage through a long conversation using discourse
markers;
-talk about the environment;
-make a presentation of a product;
-pronounce must, should, can in the passive;
20 Tip T-Ss -The Teacher refers PPs to Tip box and signals the -Enable PPs
minutes box Ss-T importance of logical markers in helping us organise our ideas to organise
p 67 and making other people follow and understand us easily. ideas using
A-V key discourse
*Discourse markers are transition words and expressions markers.
used to organise ideas Logically and connect them together.
*Discourse markers make it easy for listeners and readers
to follow our line of thought.
Examples:
- To begin, to start with, at first, at the outset, ... are used
to introduce a topic.
- First(ly)/ second(ly)/ third(ly), next, then, after this/after
that, subsequently, finally/lastly... are used to express
sequence.
- Furthermore, in addition/additionally, moreover, besides, etc.
are used to express addition.
- In conclusion, in brief, in sum,... are used to conclude a
topic.
40 Write T-Ss -Teacher interacts with the students using the picture. -Write a
minutes it up Ss-Ss -The teacher helps the students to identify the different parts of the presentation
Ss-T solar home. using the
-Besides,the teacher explains the difficult vocabulary items.
p 68 present
A-V -The Teacher introduces the theme of the activity and
passive and
asks PPs to form sentences and use discourse markers the
to do a presentation. discourse
-The Teacher moves around to check progress and markers.
provide help.
T-Ss -The teacher asks students to read the text -to have pupils
again and answer the given questions: guess the
15 Activity Ss-Ss
Read the article on page 69 again .1 meaning of
minutes 3 p 70 Ss-T words through a
and find the following :
Key: context.
A-V
*easily made angry= irritability (noun)
*is confirmed= is borne out (verb)
*related to the brain= mental (adjective)
15 Activity T-Ss -The teacher asks students to read the four -to have pupils
minutes 4 p 70 Ss-T provided titles to choose the best one for the choose the best
text. title to check
their general
A-V -Students read the titles and provide the best understanding of
one justifying their choice. a text.
Key:
The best title is: Another Kind of Pollution.
Noise pollution has not been recognized as
such until recently.
30 Activity T-Ss -The teacher gets the students to read the
-To focus on the
minutes 5 p 70 Ss-Ss tip box and explains the types of sentences
types of
Ss-T and their functions in building paragraphs. sentences which
-Then asks them to provide example of each enable students
A-V type from the previous text: to write a well
Key: organized
a- A sentence which focuses on the general paragraph.
idea (topic sentence):
e.g., For a long time, noise has been known
to cause sleeplessness and irritability, and
now other studies are linking it to a wide
range of mental and physical disturbances.
b- A sentence which gives details to
support/ develop the general idea
(supporting sentence):
e.g., In Los Angeles, researchers have found
that people living near the airport have
c- A sentence which provides a smooth
transition from one idea to another
(transitional sentence):
e.g., In the opinion of many hearing
specialists, time is running out.
d- A sentence which supports the new idea
(supporting sentence):
e.g., The number of mental diseases will be
multiplied by two or three
e- A sentence which logically concludes the
ideas discussed in the paragraph:
(concluding sentence)
e.g., This health alert against
The teacher asks students to write the verbs -to make pupils
25 Write it T-Ss between brackets into the correct form of practise more
minutes out Ss-Ss the passive: the passive
Ss-T Key: voice.
Activity
1 p 71 A-V a. Throughout the world, deserts are
created because pastures near arid lands
heavily are grazed and trampled.
b. Around towns, adjacent forest belts are
denuded by people in their search for
firewood.
c. More productive plants are introduced
into semi-arid lands. As a result, indigenous
plants necessary for the maintenance of the
soil are nudged out.
d. Many people think that desertification is
caused only by a change in climate, but the
truth is that deserts are provoked by human
actions.
e. Because of intensive production of cash
crops like cotton and groundnuts, soil
nutrients are dissipated and the topsoil is
eroded by wind and water.
f. A long time ago, history was made in the
deserts.
g. Today, about 140 million people are
threatened by the spread of the desert
caused through the interaction of climatic
fluctuations and mans abuse of his
environment.
h. Desertification must be stopped now;
otherwise deserts will be transformed into a
curse for man soon.
i. These civilizations were built in deserts
because people knew how to live in
harmony with nature.
J. At least two great civilizations were
established there.
Task 2 part B:
25 Activity T-Ss Topic sentence a long time ago..in -to know more
minutes 2 p 71 Ss-Ss deserts. about types of
Supporting sentences: sentences in well
Part B Ss-T
written
1 at least, two..there paragraph.
A-V 2 these civilizations.with nature.
Transitional sentence:
Today, about.environment.
Supporting sentences for the new idea:
1many people actions
2throughout the world..trampled.
3more productive.the soil are
nudged out.
4because of intensivewater.
5around twnsfire wood.
Conclusion:
Desertification must be stopped
nowman soon
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 140 million people are
threatened by the spread of the desert
caused through the interaction of climatic
fluctuations and mans abuse of his
environment. Many 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 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.