Unit 5

School: Hassiba ben-Bouali secondary school
Unit: (5) Environment, Pollution, The World of Animals Approximate time: hours
Book: At the Crossroads. Sequence:
Level: 1 year Literary & Scientific streams
st
Teacher:
In this unit my pupils will learn to
SEQUENCE ONE
-listen and respond to a radio interview;
-write an SOS about pollution;
-express feelings, opinions and suppositions;
-mark stress in words ending in [-tion] and [-ssion];
-recognise and mark intonation in complex sentences;
-use the conditional with if.
SEQUENCE TWO
-read and respond to a newspaper article about pollution;
-deduce the meaning of words from context;
-express cause and effect;
-write an expository paragraph about pollution.
SEQUENCE THREE
-conduct a meeting;
-read and respond to an advertisement;
-write an advertisement;
-recognise and mark intonation in yes/no and wh- questions;
-write the minutes of a meeting.
STOP and CONSIDER

-use conditional types 0, 1 and 2;
-form adjectives using suffixes [-al], [-ic] [-cal]
-use quantity words: most, all
SEQUENCE FOUR
-read and respond to a letter of complaint;
-write a letter of complaint;
-read and respond to a memo;
-write a memo.
PROJECT
Pupils will:
-make a consumer guide;
-make posters and notices;
-develop a composition about pollution.
st
Teacher:
Project:
-making a consumer guide;
-making posters and notices;
-developing a composition about pollution.
Pollution is the actual problem that is threatening all forms of life on earth. It
has many different types. Choose one form of pollution, and write a composition
about it. Follow the plan that follows:
1: introduction (definition, kinds of pollution, )
2: Causes of the form of pollution chosen.
3: Consequences of the kind of pollution chosen.
4: Some suggested solutions.
st
Teacher:
Sequence One: Listening and Speaking.

By the end of this sequence, pupils should be able to:
-listen and respond to a radio interview;
-write an SOS about pollution;
-express feelings, opinions and suppositions;
-mark stress in words ending in [-tion] and [-sion];
-recognise and mark intonation in complex sentences;
-use the conditional with if.
Anticipate: (p 128)
1. Look at the map and answer the questions below:
Aim: to tune in pupils to what will come next in the listening and speaking sequence.
Key:
a. The names of climate areas are mentioned on the map.
b. The source is a web site written at the bottom of the map. [www.worldclimate.com]
c. In Algeria, the climate areas are the warm temperature climate and the desert
climate. The place where I live belongs to the first one.
d. We have rainforests in the mountain and tropical climate areas.
2. Read the definitions of the natural disasters below and say which of them
can affect your country. Justify your answer:
Aim: to
Key:
- Drought can affect my country because it has a desert climate, especially in the South.
- Earthquakes can affect my country as the north of Algeria is situated in a seismic zone.
- Sandstorm can affect my country owing to the desert climate.
- Floods can affect my country because there occur sudden and heavy rainfalls in autumn.
3. Do you think the world climate is changing? Justify your answer:

Aim: to
Key: Suggested answer

I think that the world climate is changing because of the global warming or the
greenhouse effect. It is becoming warmer. The winter seasons are becoming shorter and
the summer seasons longer.
st
Teacher:
Listen and Check: (p 129)

1. Listen to a radio interview and check your answer to question 3 on page 128:
Aim: to
Key:
The world climate is changing because the volume of carbon dioxide in the air has
increased as a result of the burning of oil, coal and wood.
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:
Aim: to
Key:
The sea level The food The temperatures The coastal areas
will producing areas will.. will
will...
rise become deserts go up be under water
3. Now listen to the interview again and check your answer to question 2:
4. Listen again to the interview and answer the questions below:

Aim: to
Key:
a. The gas which is responsible for global warming is the carbon dioxide (CO2).
b. He compares it to a greenhouse, a type of plastic house where farmers grow vegetables.
c. It is called so because carbon dioxide traps the heat from the sun, just like a greenhouse.
d. We can reduce high temperatures by reducing the volume of CO2 emissions.
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.
st
Teacher:
Say it Clear: (p 130)

1. Listen to the dialogue below and indicate the direction of the voice at the
end of each sentence ( ):
Aim: to get pupils identify the direction of voice (intonation pattern) at the end of
auxiliary questions, wh-questions and statements.
Key:
a. Is the earth really getting warmer? ( )
b. Its absolutely certain. ( ) The earth is getting warmer. ( )
c. And why does it matter if the world gets warmer? ( )
d. Oh it matters a lot. ( ) If the earth gets hotter the sea level will rise. ( )
Rule:
The intonation goes up at the end of requests and auxiliary questions. But, it goes down at the
end of statements and WH-questions.
2. Play out the dialogue above with the right intonation changing the last
sentence with one of the following:
Aim: to get pupils practice the right intonation.
3. Copy down the words below, then listen to their pronunciation and mark ()
the syllable you hear most as in the example:
Aim: to
Key:
Verb Noun
pollute /plut/ pollution /plun/
preserve /przv/ preservation /prezven/
conserve /knsv/ conservation /knsven/
emit /mt/ emission /mn/
contaminate /kntmnet/ contamination /kntmnen/
deforest /dfrst/ deforestation /dfrsten/
destroy /dstr/ destruction /dstrkn/
degrade /dgred/ degradation /degrden/
4. Now pronounce the verbs and their derivations. What do you notice?
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 hidden message:
Write the transcript below using the letters of the alphabet:
Aim: to initiate the learners to phonetic transcription.
/gs mnz kz e plun nd dfrsten lidz t degrden v sl/

Gas emissions cause air pollution, and deforestation leads to the degradation of the soil
st
Teacher:
Your Turn: (p 131)
Pair work: look at the pictures and use the cues in boxes A and B to make a
dialogue:
Aim: to get pupils talk about environmental issues.
Key: A sample dialogue

A: What will happen if we dont stop soil pollution?
B: If we dont top soil pollution, the earth will become desert, animals will lose their habitat,
there will be less O2 and more CO2 in the atmosphere
A: And what will happen if we dont stop water pollution?
B: If we dont top water pollution, fish will die, seabirds will get stuck in oil spills and people
wont have enough food to eat.
Say it in Writing: [to be given as homework]

Now write an SOS message (Save Our Souls = urgent call for help). Use
the information contained in the boxes above:
Aim: to re-invest what they have learned in the previous tasks in terms of
functions and related language forms in order to produce an SOS message.
Environmental threat! Environmental threat!
Do you know what will happen if we

dont stop polluting the sea? The marine life
will be damaged, fish and seabirds will die,
and we wont have enough food to eat.
Then life will come to end.
st
Teacher:
Sequence Two: Reading and Writing.
By the end of this unit, pupils should be able to:

-read and respond to a newspaper article about pollution;
-deduce the meaning of words from context;
-express cause and effect;
-write an expository paragraph about pollution.
Anticipate: (p 132)
1. These pictures illustrate a magazine article. Look at them and circle the best
answer in the box below:
Aim: to get pupils interpret pictures with relation to the theme of the unit.
Key:
A. Picture 1 is a photo. (c) Picture 2 is a cartoon. (c)
B. The focus in picture 1 is on the pesticide spray. (b)
The focus in picture 2 is on the lungs X-Ray. (c)
C. In the background of picture 1, there is a field. (b)
In the background of picture 2, there are cars and factories. (a)
D. In the foreground of picture 1, there is an airplane. (b)
In the foreground of picture 2, there is a lungs X-Ray. (a)
2. Complete the sentence below:

Aim: to get pupils guess the idea that the pictures convey.
Key:
The two pictures above illustrate the causes and consequences of pollution (b)
st
Teacher:
Read and Check: (p 133)

1. Read the text below and check your answer to exercise 2 in the previous
rubric:
2. Read again the text above and answer these questions:

Aim: to make pupils read and respond to a magazine article.
Key:
a- They swallow oxygen, and their fumes poison the air with carbon dioxide (CO2).
b- The gas responsible for air pollution is carbon dioxide.
c- Pollution in towns causes lung and skin cancers.
d- The negative impact of modern agriculture on peoples health is that most pesticides
used on food crops are toxic and can cause diseases.
3. Ask yourself some of the questions below and try to guess the meaning of the
underlined words in the text above:
Aim: to get pupils guess the meaning of words from the context.
Key:
Words Part of speech Why? Help from the context Meaning in the context
swallow verb It comes after the subject Use completely
Urban Adjective It comes before the noun Reference words [city, Of city
factories,]
aquatic adjective It comes before the noun Reference words [fish, In water
Its ending is "-ic" rivers]
Rural adjective It comes before the noun Antonym [urban] Of countryside

Its ending is "-al" Reference words
[countryside]
illness noun It comes after the Synonym [disease] disease
adjective
Its ending is "-ness"
st
Teacher:
Discover the Language: (p 134 135)

1. Read the second paragraph of the text on page 133 and pick out two
sentences which are close in meaning to the following:
Aim: to
Key:
a. Fish is dying because fertilizers which contain phosphorus and sulphur are spilled
into the rivers. [expressing CAUSE]
b. In the countryside, fertilisers 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. [expressing CONSEQUENCE / EFFECT / RESULT]
2. Now analyse the sentence above and the sentences from the text and note
how the cause-effect relationship is expressed in each sentence:
Aim: to
Key:
In the sentence from task 1, the cause- effect relationship is expressed through the
use of the conjunction of subordination because.
In the sentences from the text, the cause- effect relationship is expressed through the
use of the sentence connector as a result. We also notice a reshuffling of the cause-
effect relationship into an effect-cause relationship.
3. Match each cause of pollution with its corresponding effect in the table
below. Use the connectors and make any necessary changes in punctuation:
Aim: to get pupils practice expressing cause-effect relationships.
Key:
(a 2) (b 1) (c 4) (d 3)
3. Join each pair of sentences below using the connector provided in brackets:
a. Factories and vehicles release gases into the air / the atmosphere is full of pollution (as)
b. CFCs destroy the ozone layer / the UV rays arent filtered (as a consequence)
c. The atmosphere is loaded with acids / acid rains destroy forests (therefore)
d. The UV rays reach the surface of the earth / people suffer from skin cancer (since)
Key:
a. As factories and vehicles release gases into the air, the atmosphere is full of pollution.
b. The UV rays arent filtered; as a consequence, CFCs destroy the ozone layer.
c. The atmosphere is loaded with acids. Therefore, acid rains destroy forests.
d. People suffer from skin cancer since the UV rays reach the surface of the earth.
st
Teacher:
4. Read the table below and make as many sentences as you can. Start like this:
Aim: to get pupils practice the use of cause and consequence link words correctly.
Key:
Expressing cause:
1- The main cause of acid rain is acid gas emission from power stations and cars.
2- The ozone layer is destroyed because of CFCs.
3- Air pollution comes from factory and vehicle emissions.
4- Marine life is damaged since there are sewage and oil spills.
5- Lung and skin diseases result from factory and vehicle emissions.
Expressing consequence:
1- The main effect of toxic wastes is the creation of earth pollution.
2- Trees are cut down in great numbers; consequently, most rainforests are destroyed.
3- Factory and vehicle emissions lead to lung and skin diseases.
4- Factories emit acid gases. Thus, trees and aquatic life are killed.
Cause expressions and link words:

The major/main cause come from as since because because of due to owing to- result from
Consequence expressions and link words:
The main/major effect/reason as a consequence as a result consequently lead to thus therefore
for
Write it Out:
Now use the information in the box above to complete the two paragraphs
below:
Aim: to get pupils re-invest what they have acquired during this unit to fill in blank
spaces to get a meaningful piece of writing.
Key:
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.
st
Teacher:
Sequence Three: Developing Skills.

-conduct a meeting;
-read and respond to an advertisement;
-write an advertisement;
-recognise and mark intonation in yes/no and wh- questions;
-write the minutes of a meeting.
(P 136 - 137)
1. Complete the table with information from the dialogues below:

Aim: to get pupils aware of the different techniques of conducting meetings.
Key: when conducting a meeting, we often use:

Starting words An abrupt interruption An expression for dealing with
interruptions
Right, Well, So I disagree with you. Just a minute. Let her finish, Peter.
2. Find in the tactics summary on page 137 an expression that could make
Peters interruption in the conversation above less abrupt:
Aim: to
Key:
Expressions that could make an interruption in a conversation less abrupt are:
Just a minute! / Can I come in here? / Could I say something?
3. Now listen to the dialogue and complete the minutes below:

Aim: to get pupils able to listen to a dialogue and pick up minutes / details.
Key:
A- Building car parks outside the town.
B- Making public transport cheaper in town.
C- Making parking expensive in the centre of the town.
st
Teacher:
4. Group work: use the tactics summary above to prepare a dialogue about
any environment problem that your town or country faces. Conduct the
meeting in turns:
Aim: to
Key:
5. Write down the minutes of your meeting. Use the minutes on page 136 as a
model and include the following details:
Aim: to
Key:
(P 138 - 139)
1. Read the text carefully and answer the questions below:

Aim: to
2. Whats the writers purpose? Circle the correct letter in the box and
indicate your degree of certainty by ticking ( ) in one of the boxes:
Aim: to
Key:
Degree of certainty
The writer's purpose is to
1 2 3 4 5
a. persuade the reader of the value of the product
b. inform the reader that the product is not harmful to nature
c. describe the chemical composition of the product
d. explain the importance of the product
e. exhort the reader tp use the product
st
Teacher:
3. Read the definitions of text type below. Then find what type of text the
advert on page 138 is. Justify your answer:
Aim: to get pupils familiar with different types of texts.
Key:
It is an argumentative text because the author wants to persuade potential buyers that
ECOCLEAN is a green product.
Type of the text Why?
Argumentative Developing ideas in order to persuade.
Descriptive Describing people, objects,
Narrative Telling about an event or a series of events.
Expository Stating and explaining facts.
4. Listen to these sentences from the text above and mark their intonation with
the appropriate arrow ( ):
Aim: to
Key:
- Want to do more to help the environment but not sure of?
- Or think its going to be expensive or too much time an effort?
5. Rewrite the two questions above to make them more grammatically correct:
Aim: to
Key:
- Do you want to do more to help the environment and you dont know how?
- Or do you think its going to be expensive or its too much time an effort?
6. What type of register (formal, informal) does the author use? What for?
Aim: to
Key:
The author uses an informal/idiomatic register/style because s/he addresses the
general public, such as housewives. S/he wants to make his/her message sympathetic.
His/her purpose is to make him / herself understood and thus attract as many
customers as possible.
7. Use the information in the box to write a green advert about the use of the
cloth bag below:
Aim: to
Key:
st
Teacher:
Stop and Consider:

-use conditional types 0, 1 and 2;
-form adjectives using suffixes [-al], [-ic] [-cal]
-use quantity words: most, all
(p 140)
1. Read the reminder below and note the rule for using if:
Aim: to introduce to pupils rules for using conditional type o.
Reminder [Conditional type 0]

-"IF" introduces a condition which can be true at any time.
-If (verb in present simple), (verb in present simple)
-If = when
2. 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:
Aim: to get pupils practice the use of if/when to express the zero-conditional.
Key:
1- If/when plants do not get water, they die. (b)
2- If/when you dont wash yourself, you smell bad. (c)
3- If/when air gets hot, it rises. (a)
4- If/when you leave milk in the sun, it goes bad. (e)
5- If/when metal gets hot, it expands. (d)
6- If/when you pour water on fire, it goes out. (g)
7- If/when a car runs out of petrol, it stops. (f)
Note: If in the sentences above can be replaced by when.
3. Read the Reminder on page 141 and get the rule for other forms of the conditional:

-"IF" introduces a real possibility which can happen in the future.
-If (verb in present simple), (verb in future simple)

-"IF" introduces an unreal condition in the present which may not happen at all.
-If (verb in past simple), (would + infinitive)
st
Teacher:
(p 141)
4. Rewrite the sentences by putting the verbs into the correct form:
Aim: to get pupils practice the use of if to express the first and/or second
conditional by giving the right form of the verbs.
Key:
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?
5. Tell the class what you would do for the environment if you were prime
Minister / if you had power. Use the cues below:
Aim: to get pupils practice the use of if to express the second conditional.
Key: If I were Prime Minister,

a. I would/d ban CFCs.
b. Id limit toxic wastes.
c. Id impose higher taxes.
If I had power,
d. Id restrict traffic in towns.
e. Id restore monuments.
f. Id preserve plants and animal species.
st
Teacher:
(p 142)
6. Read the reminder and do the exercises below:

Reminder [Formation of adjective]
Noun + (-able / -ible / -ous / -ful / -less / -ic / -al)
Adjective
Verb + (-ive / -ing / -able / -ible / -ful / -less)
A. Use the adjectives derived from the words in bold type to rewrite the sentences
below:
Aim: to
Key:
a. Paper is a recyclable material.
b. Co2 emissions are very toxic.
c. Oil spills are harmful to the oceans and seas.
d. Ecoclean isnt harmful to the environment.
e. Noise is aggressive to the ears.
f. The greenhouse effect is dangerous to the earth.
g. Desertification is an ecological problem.
h. This food is tasteless. It is not edible/eatable.
Note: There is a difference in meaning between edible and eatable.
B. Look at the signs and write warnings using adjectives derived from the
following words:
Aim: to
Key:
1- Beware! This product is flammable/inflammable.
2- This is a poisonous product. Keep it out of childrens reach.
3- Keep off! Radioactive emissions!
4- Never throw away this product! Its recyclable.
st
Teacher:
(p 143)
7. Study the reminder and then do the exercise below:
Reminder [Quantifiers / adjectives of quantity (uncountable nouns)]

-We use "there is" to say that a big quantity of matter/something exists.
-We use quantifiers (none of, a little of, some of, most of, all of) to describe this quantity of
matter.
Rewrite the paragraph below by replacing each of the underlined

expressions with its corresponding quantifier from the reminder above:
Aim: to get pupils used to know how to use quantifiers with uncountable nouns.
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))
8. Study the reminder then do the exercise below:
Reminder [Quantifiers / adjectives of quantity (countable nouns)]

-We use "there are" to say that a total number of people/things exist
-We use quantifiers (all of, most of, half of, some of, a few of, none of) to describe the number
of these people or things.
Rewrite the paragraph below by replacing each of the underlined

expressions with its corresponding quantity word from the reminder above:
Aim: to get pupils used to know how to use quantifiers with countable nouns.
Key:
(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)
st
Teacher:
Sequence Four: Consolidation and Extension.

By the end of the sequence, pupils should be able to:
-read and respond to a letter of complaint;
-write a letter of complaint;
-read and respond to a memo;
-write a memo.
Write it Out: (p 144 - 145)

1. Read the text below and answer these questions:
Aim: to help learners interpret the text in order to have an overall idea about its
context.
Key:
a. They are called fossil fuels.
b. If we run out of the existing energy sources, there will be no fuel for our cars, buses, air
planes, and no electricity for our computers and factories.
c. Consequences of pollution mentioned in the text:
- The environment is threatened.
- Mans existence on earth is in danger (contamination of water sources).
d. We can solve the problem of energy shortage by using renewable energy such as the sun,
the wind, the earth and the sea.
e. The W.E.C. has identified six renewable energy sources.
2. Match each of the renewable energies in column A with its corresponding

source in column B:
Aim: to
Key:
1. Solar energy comes from the sun rays. (c)
2. Wind energy is derived from moving air. (a)
3. Geothermal energy is produced by heat inside the earth. (b)
4. Modern biomass energy is extracted from plant and animal residue. (f)
5. Ocean energy is generated by seawater movement and temperature changes. (e)
6. Small hydroelectric energy comes from small dams, such as those filled by melting snow. (d)
st
Teacher:
3. A problem to solve:
Aim: to
Key:
a. The types of energy which can be produced in the different areas of our country are:
Solar: Algerian Sahara
Wind: Algerian coastal area; Djurdjura; Aures; Ouarsenis...
Ocean: Algerian coastal area
Biomass: El-Harrach; Oran; Mitidja; Medjana; El-Houdna; Medea...
Geothermal: North-eastern area: Collo; Jijel; Skikda...
Hydroelectric: Kabylia; Khenchela; Batna; Chlef...
b. The most viable energy source for Algeria is solar energy because of its cleanness and the
availability of sun rays in the Sahara almost all the year round.
c- Refer to the memo on page 148 for guiding your learners as to the layout of memorandums.
Work it Out: (p 146 - 147)

1. Read the text below and answer these questions:
Aim: to
Key:
a. Three solutions suggested to solve the problem of rubbish are: to reduce, to re-use and to
recycle it.
b. I would buy drinks in glass bottles because I can/could wash them and re-use them many
times over.
c. Re-using things reduces rubbish, and recycling others not only reduces litter but also allows
us to make new products. They can add other items to the list.
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 below:
Aim: to
Key:
recyclable reusable reducible
st
Teacher:
3. Now separate the recyclables according to the material they are made of:
Aim: to
Key:
Plastics Paper Metal Any other
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:
Aim: to
Key:
Im not a litter lout and I consider that its worth making the effort of
recycling my rubbish because this allows us to reduce the amount of trash in the
environment and that we can get new products from it.
5. Now consider the reusables. How are you going to help reuse them? Choose
alternatives from the checklist and justify any decision you will take:
Aim: to
Key:
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:
Aim: to
Key:
If I were a member of The Friends of the Earth, I would organise a cleaning campaign
in my town. I would write a petition to the Prime Minister to ask him to ban products with
heavy packaging....
st
Teacher:
Work it Out: (p 148)
1. Read the memo below and replace each of the underlined words with one of
the following quantifiers: all, half, most, none, some, a few:
Aim: to make.
Key:
100% of the personnel = all 30% = some 90% = most 50% = half 00% = none
2. Match each of the parts (1-4) of the memo with its purpose (a-d):
Aim: to make learners identify the different functions of paragraphs in a memo/letter of
complaint.
Key:
1- Opening (B) 2- Problem (A) 3- Suggested solution (D) 4- Closing (C)
3. Now, pretend you are an environment inspector. Write a memo/letter of complaint

to inform the authorities about the dangers resulting from pollution in your area:
Aim: to make them
Key:
(p 149)
1. Guess how "ch" is pronounced in each of the words in the box. Fill in the
table as appropriate:
Aim: to make pupils aware of the pronunciation of ch in different English words
Key:
You see "ch" You say / t / You say / k /
chemical x
technology x
which x
cholera x
mechanic x
architecture x
satchel x
children x
chloro-carbon x
st
Teacher:
2. Now, listen to your teacher read the words in the table above. Then check
your answer to exercise 1 and make sure you pronounce "ch" correctly:
Aim: to get pupils practice the pronunciation of ch correctly.
3. Copy the table and put a tick in the appropriate box to make opposites:
Aim: to get pupils able to form opposites using prefixes.
Key:
im- in- un- ir- il- dis- words
pure
legal
possible
logical
suitable
drinkable
responsible
moral
effective
regular
significant
respect
4. Now listen to your teacher read the words and check your answers to exercise 3:
Aim: to
5. Rewrite the opposites using phonetic scripts and put stress where appropriate
in each word:
Aim: to
It should be clear to pupils that prefixes are never stressed (accented).
6. Check with your teacher and practise pronouncing the opposites. Then say
what conclusion you can draw about their pronunciation:
Aim: to make pupils pronounce the new words correctly.
Prefixes are usually not stressed. So, the stress pattern remains the same in all the
transcribed words of task 3. The learners will simply add the transcriptions of the prefixes
to the transcribed adjectives in the table.

Unit 5

Uploaded by

Copyright:

Available Formats

Unit 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 5

Uploaded by

Copyright:

Available Formats

School: Hassiba ben-Bouali secondary school

In this unit my pupils will learn to

STOP and CONSIDER

Sequence One: Listening and Speaking.

3. Do you think the world climate is changing? Justify your answer:

Key: Suggested answer

Listen and Check: (p 129)

4. Listen again to the interview and answer the questions below:

Say it Clear: (p 130)

/gs mnz kz e plun nd dfrsten lidz t degrden v sl/

Your Turn: (p 131)

Key: A sample dialogue

Say it in Writing: [to be given as homework]

Environmental threat! Environmental threat!

Do you know what will happen if we

Sequence Two: Reading and Writing.

By the end of this unit, pupils should be able to:

2. Complete the sentence below:

Read and Check: (p 133)

2. Read again the text above and answer these questions:

Rural adjective It comes before the noun Antonym [urban] Of countryside

Discover the Language: (p 134 135)

Cause expressions and link words:

Sequence Three: Developing Skills.

By the end of this sequence, pupils should be able to:

1. Complete the table with information from the dialogues below:

Key: when conducting a meeting, we often use:

3. Now listen to the dialogue and complete the minutes below:

1. Read the text carefully and answer the questions below:

Stop and Consider:

Reminder [Conditional type 0]

Reminder [Conditional type 1]

Reminder [Conditional type 2]

Key: If I were Prime Minister,

6. Read the reminder and do the exercises below:

7. Study the reminder and then do the exercise below:

Reminder [Quantifiers / adjectives of quantity (uncountable nouns)]

Rewrite the paragraph below by replacing each of the underlined

8. Study the reminder then do the exercise below:

Reminder [Quantifiers / adjectives of quantity (countable nouns)]

Rewrite the paragraph below by replacing each of the underlined

Sequence Four: Consolidation and Extension.

Write it Out: (p 144 - 145)

2. Match each of the renewable energies in column A with its corresponding

Work it Out: (p 146 - 147)

Work it Out: (p 148)

3. Now, pretend you are an environment inspector. Write a memo/letter of complaint

It should be clear to pupils that prefixes are never stressed (accented).

You might also like