Unit 2: make peace. - 1 AS

عنوان الموضوع : Unit 2: make peace. - 1 AS
كاتب الموضوع : hanan
مقدم من طرف منتديات ايمازيغن

Unit 2: make peace.



The unit *******’s :
I)-Discovering ********.
* Grammar:
• Can / could.
• Verb idioms: was / will be able to …
•Must / have / need to …
• Should have + past participle.
* Pronunciation:
• Primary stress in connected speech.
• Pronunciation of abbreviations /Intonation.
* Vocabulary:
• Vocabulary related to peace.
•Making a word chart using abbreviations.
II)-Developing skills.
* Functions:
• Expressing ability and possibility.
•Expressing obligation and absence of obligation.
• Expressing appreciation.
* Skills:
• Listening for gist.
•Listening for specific information.
• Reading dictionary entries.
•Discussing style.
•Writing a public address.
•Writing a contract.
•Writing a poem

~* PART ONE.*~:
Discovering ********:
:: Pre-reading. (Page: 38)::
:: As you read. (Page: 38)::
:: Post reading “Grammar Desk”. (Page: 39)::
:: Practice. (Pages: 40 / 41)::
:: Write it right. (Page: 41)::
:: Say it loud and clear. (Page: 42)::
:: Working with words. (Page: 43)::
Pre-reading
Answers to pre-reading:
1. they are called "the blue helmets" or the "UN" peacekeeping troops.
2. They are working for the United Nations Organization.
3. They are from Algeria.
4. The buildings are destroyed because of the war that might be there.
5. The soldiers' chief duty is to bring peace back to this area.
6. Yes, I do. / Of course I do. Because living in peace is a necessity. Or;
No, I don't like to be one of them. Because it is a very hard job, etc.
Activity two : p (39) *
a) The horrors of the modern warfare made Man think of the preservation of
human life.
b) The League of Nations was not able to / incapable to stop fascism because it
had no power of its own.
c) The UN Security Council is the body that can settle disputes.
d) One of the many possible titles is: The U.N's organizations and duties
After reading
Answers to activities in the grammar desk:
a. "Can" expresses possibility. It can express other functions such as ability
And permission.
E.g., - Can you go out, sir? Expresses permission.
- We can do this exam. It's easy. Expresses ability.
b. The two past forms of can are "could" and "was/were able to". We can
Replace was/were able to by manage to.
c. The future form of "can" is "will be able to".

Practice

Activity one: p (40) *
a. The League of Nations couldn't 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 can't make decisions.
d. The United Nations Organization has been able to create a permanent
Military force yet.
E. Dag Hammarskjöld, 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-defense purposes. They can maintain peace, but they can’t
Prevent war.
g. The United Nations Educational Scientific and Cultural Organization
(UNESCO) was able to launch its Peace Program only after the end of the
Cold War.
Activity Two: p (40)*
1. Can you hear what he's saying? a. Ability.
2. We could build a culture of peace by being more tolerant. b. Possibility.
3. Contrary to what people think, women can be tall and strong. c. Possibility.
4. "I've hurt her feeling. What can I do?"
"Well, you could apologize to her." d. suggestion
5. I wonder if you could come here and talk it over. e. Request.
6. At the age of 17, you can take your driving license with your parents' consent, but you can't drive. f. Permission.
7. Don't lean out of this window; you could fall down. g. Warning.
8. Can I help you? h. Offer.
Activity three: p (41)*

You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they were
able to arrive to an agreement finally.
You: The exercise was difficult, wasn't it?
Your partner: Yes, it was such a difficult one that no one could do it in
class. But with the help of third year pupils we were able to find its
answer at home.

You: My car broke down in a forest road.
Your partner: Oh! I see. But if you were not able to repair it, you wouldn't
drive it back here.
Say it loud and clear.
Activity one: p(42)*
- Journalist: ….Could you spare a few minutes please?
El-Baradai: Certainly.
- Journalist: ……….. How do you feel about it?
El-Baradai: It's great. That's another victory of peace against war.
- Journalist: Would you mind saying in which sense please?
El-Baradai: Not at all. I mean … of mass destruction.
- Journalist: May I ask you another question?
El Baradai : Sure.
-Journalist: I wonder if you could tell me something about the chances of
peace for the next decade please.
El Baradai: Yes. ……………………………….worthy was to make.
-Journalist: Will you please give us some examples?
El Baradai: Well, for example, we have to wage war against global
warming ………………
Working with words.
Activity one: p(43)*

~*PART TWO .*~ :
Developing skills:
:: Listening and speaking. (Pages: 44 / 45)::
:: Your turn. (Page: 45) ::
:: Write it up. (Pages: 46 / 47) ::
:: Reading and writing. (Pages: 48 / 49) ::
:: Write it out. (Page: 50) ::
:: Unit details. (Page: 51) ::
:: Pupils' self assessment. (Page: 52) ::
:: Exploring matters further. (Pages: 53 / 57) ::
Listening and speaking:
Activity one: p (44)*
*~* The suggested (teacher's) questions to activity one:
A. Who do you think, are these two persons in the picture?
B. Are they in a cafeteria/ restaurant?
C. So where do you guess are they, then?
D. How do you know?
E. Do they look happy? Why?
*~* Expected (Pupils') answers to activity one:
A. I guess they are two girls/pupils/young pupils, etc.
B. No, they are not.
C. I think they are at school/ in class/at home doing their exercises, etc.
D. Because they are wearing school uniforms/ they have school blouses/ school clothes/ they have pens and books/copy books, etc.
E. No. One of them doesn't perhaps she had a bad mark/She found the exercise
so difficult/ she couldn't know the answer/ was not able to solve the equation, etc. Or simply; yes, they are very happy!
Activity three:
a- The speakers are two girlfriends / classmates.
b- They are in the classroom.

c- The problem is that Leila is angry/sad/upset.
d- Yes, it is solved at the end after Maya apologized to Leila.
e- Leila feels so sad and angry with her friend Maya. Leila is sad because Maya made her classmates laugh about her .She told her that she was stupid. Finally, Maya apologized to Leila and the problem was solved.
Activity four:
Leila: Ok. You made fun of me.
Maya: No, didn't. (The stress falls on 'did')
Leila: Yes you did. ………….. (The stress falls on 'did')
Maya: When?
Leila: yesterday, in front of all my classmates.
Maya: Did I? …………. (The stress falls on 'I')
Leila: But you did. (The stress falls on 'did')
Your turn:
Activity one: p (45)*
You: You lent my books to Farida without my permission.
Your partner: Sorry, I shouldn't have done so .I should have asked you first.

You: The teacher shouted at me for no obvious reason.

Your partner: he shouldn't have done that for any reason.


You: She borrowed my bag without letting me know.
Your partner: She shouldn't have taken it without your permission. Otherwise you could say she has stolen it.

You: I'm angry with you. You said I was overweight.
Your partner: I am so sorry. I didn't mean to make fun of you. I shouldn't have said that.
Activity two: p(46)*
You: You have arrived late again.
Your partner: Sorry, the bus broke down and I had to come on foot. O

You: She hasn't said a kind word to us since the morning.
Your partner: She must be angry with us. D

You: Don't panic! You can't be late for the exam. It doesn't start till 10:15. D
Your partner: Right, then. I shall take my time
Write it right:
Activity one: p (46)*
- We have to tolerate differences at school.
- Pupils have to respect one another in class and outside.
- We have to keep cool and should not be hot-tempered.
- Everybody must not impose himself/herself on others.
- We do not need to always agree with one another. Differences are always possible and sometimes necessary.
- We should settle disputes peacefully.
- We don't have to/mustn't be violent.
- We should accept the opinions of others.
- We must learn to listen to one another.
- We should not/ must not insult others or make fun of them for no reason. We shouldn't shout at each/one another.
- Pupils must not cheat in the exam.
Activity three: p(47)*
A) Rights and responsibilities:

B) The class charter:
Article Two: Duties and Responsibilities

a. Pupils have the responsibility to work hard in our studies.
b. We must respect our teachers and the school authorities.
c. We must also respect the opinions of one another.
d. We must not be aggressive or behave violently.
e. Pupils have to tolerate differences and respect the rights of
every pupil amongst them.
f. We shall promote a culture of peace and coexistence.
g. Pupils should cooperate to solve their individual and common
problems.
h. We must help keep our school clean, safe and friendly.
i. We mustn't be the cause of school, disorder.
Reading and writing:
Activity one: p (48)*

a- The picture talks about slave trade that was in the past. Illustration.
b- The boat seems to be in Africa. I think it is going to America.
c- Indeed those dates are very important and famous in the American history because of the events that happened during them;
i- George Washington was the first American president.
ii- July 04th, 1783 was America's Independent day.
iii- Abraham Lincoln was another US president.
iv- 1861- 1865 was the era of American Civil War.
v- Martin Luther King Jr. a black Afro-American priest. He was one of
the leaders of Civil Right movement in America.
vi- August 1963 represents the date of the march of about 200,000
people on Washington DC to demand racial equality.
Activity two: p (48)*
a. Martin Luther King Jr. was one of the black American leaders of the Civil Rights Movement in America in the 1960s.
b. He hoped/wished/expected his children to be free from racial discrimination and prejudice.
c. Martin Luther King Jr.'s address in the article is in an oratorical style. The clear characteristics of this style are repetition of words, phrases and ideas. He use this style in order to stimulate his audience to make them feel what he feels; the injustice of racial discrimination and segregation.
d. One possible answer is: yes, because it is righteous and logical and because it includes a good wish for black Americans in the future.
Activity three: p (49)*
*Address: Speech or talk to an audience.
* Can: ability or capacity to do something.
* Spiritual: a religious song as sung by Negroes in the USA.
♦ The task.
Imagine that you are in (the assigned ********). You are going to deliver a speech about (a specific subject). Using the notes on the board, and the try to imitate Martin Luther King Jr. To address the audiences who are listening to you. Use as much of the auxiliaries that you learnt in this unit as possible. The speech-organizing plan provided on page 50 may help you.



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