Act. One ( p.22)
Interact with your students about the possible advances that can be made in the field of medicine. e.g.,
Maybe scientists will invent a cure for palsy.
Perhaps scientists will succeed in their research to find a vaccine against kidney disease…
Perhaps scientists will find a vaccine to protect people from malaria.
Act. Two ( p.22)
This activity aims to illustrate the use of will, may and might in expressing degrees of certainty. Before setting the students to task, have them copy the diagram included in the textbook in their portfolios. It is not necessary to make them copy down all the examples containing will.
will/won’t ? - Well, there will be changes in the next decade for sure.
- We’ll eat more gentically modified foods (GMFs).
- Children will be able to study at home;
- Homemakers will do less housework.
- They will do all their shopping by computer
- They won’t go to school every weekday.
will probably/ probably won’t ? Robots will probably be available for sale;
may well ? new diseases may well infect us.
may/may not ? We may invent a cure for killer diseases like cancer, but
many diseases may infect us.
might well ? pandemics might well reappear in another form.
might/could ? we might reduce hunger in the world.
20 Act. Three( p.22)
a- They are talking about the changes that might happen in the next
decade.
b- Dr Jones is the least optimistic because he does not simply mention the positive changes. He also mentions the negative effects of the expected changes.
c- The summary can take several forms (in reality). For example, it can be a short report in a newspaper. The students should use their own words in the report. And the report should be concise and to the point. So before setting the students to task, inform them that they will play the role of reporters for a daily.
What life will be like in the future?
Scientists predict many changes in our way of life in the next decade. According to some of them, there will be enough food for everybodyin the world because of the availability of GMFs. Teleschooling will make it possible for children to study at home. ...
TIP BOX (p.23)
Go through the tip box with your students. This will build their awareness about the different ways of expressing certainty and doubt. Invent an activity where the students will use the expressions included in the box, or simply assign the students a completion task.
YOUR TURN (p.23)
Possible answers:
You: I’m sure that scientists will invent a vaccine against tooth decay in 20
years.
Your partner: Personally, I have doubts about that. That might or might not
happen.
You: I’m almost certain that we’ll travel to space some day.
Your partner: It seems to me that this won’t happen tomorrow.
You: I’m quite sure that Man will live up to 130 years.
Your partner: It’s unlikely that this might happen.
You: I have the firm conviction that children will study at home to work through the use of computer.
Your partner: I have no doubt about this.
21
WRITE IT UP (p.23)
Use the listening script of the textbook on page 179 as a model. The activity can be done in groups. Give your students time to prepare themselves focusing on the most useful sentences before acting out their dialogues. Students will make notes on the board, which will be used by the whole class for writing a short newspaper article.
READING AND WRITING I ( p.24)
Act. One (p.24)
Before setting the students to task, brainstorm the different names of the items in the different parts of the food pyramid. Once the students have matched the parts of the pyramid with the categories of food to which they belong, make sure they write the food items for each of the categries.
1.a fats: wafers, pastry ...
2.d. dairy: cheese, milk...
3. b. meats: chicken, beef, mutton ...
4. a. vegetables: lettuce, carrots ...
5. f. fruit: bananas, apples...
6.c. bread: rice, bread, doughnuts ...
Act.Two (p.24)
Monitor the discussion. Each time the students advance their opinions, try to make them give the justification why they hold such opinions. It is not necessary that they come out with one correct answer.
Act. Three (p.24)
The students will interact with the written text. They may or may not agree with what the author writes. The text does not give facts but opinions. So the students should not feel obliged to agree with the author’s opinions if they are living in an environment which contradicts the opinion put forward in the text. The importance is to make them justify their agreement or disagreement with the author by giving justifications.
Act. Four (p. 25)
The aim of this activity is to make the students aware of the different techniques/strategies for avoiding repetition.
a-Synonyms: eating habits= eating patterns
- contrary to / by contrast
22 - enjoy his meal / eat his meal
-the whole house hold/ all the members of the family
- changed/ transformed
b-Antonyms:- chosen – imposed
traditional- modern
declined- increased
c-Pronouns instead of a noun or noun phrase e.g., that (consumption)
it (this change)
it (life)
they (people)
they (most people)
d- A verb instead of a noun: eat ------ eating
e- A noun instead of a verb: changed - this change
Act. Five (p.25)
The students will learn how to write definitions using relative pronouns and their corresponding categories.
- A restaurant is a place where people dine out.
- A waiter is a person who serves clients in a restaurant.
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow.
- Ramadan is the month when Muslims fast.
- A widow is a woman whose husband is dead.
-This is the man whom I met yesterday.
( تقرير عن مشاركة سيئة )، و الموجودة أسفل كل مشاركة .
2010-09-29, 13:02
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