Session 1 Review Study Records and warm-up conversation. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 4. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Review Activity: Dictation and Discussion Food and drink preferences Main Activity 1: Vocabulary: Energy and Environment Go over terms like: solar energy, global warming, etc. Main Activity 2: Passive Voice Clinic Go over examples of active and passive usage of common verbs. Review Task: Food and Drink discussion Dictation: (1) In the morning, for breakfast, I have a glass of orange juice, an egg, toast and a cup of coffee. (2) In the afternoon, for lunch, I usually have a sandwich and some fruit, such as a banana. (3) In the evening, for dinner, I have something different almost every day. (4) However, I usually have a salad, some kind of meat, and rice or potatoes. (5) After dinner I have some tea or coffee and maybe some dessert. Check for accuracy and then have the student summarize the dictation. Follow-up discussion: Ask student to say what he/she usually eats and drinks for each meal. Does he/she have the same thing every day? Who does the cooking? How often does he/she eat at home? How often does he/she go to a restaurant? What kind of restaurants? Why? What does he/she look for when choosing a restaurant? Price/atmosphere/quality of food? Main Activity 1: Vocabulary: Energy and Environment Explain and discuss 5-10 terms such as: energy sources, types of energy, light, heat, atomic, nuclear power, wind, solar, clean sources, fossil fuels, hydroelectric, electricity, hybrid cars, coal, oil, natural gas, energy conservation, pollution, atmosphere, global warming, recycling, renewable, etc. Main Activity 2: Passive Voice Clinic and examples Point out that in a passive sentence, the subject of the sentence is not the agent of the action, and that the agent of the action is often not indicated. Have the student make active and passive sentences with each of the following verbs: boil, heat, convert, burn, produce, and use. Examples: When water boils, it turns to steam. When water is boiled, it turns to steam. We heat our houses by using gas or electricity. Our houses are heated by using gas or electricity. Energy Sources 010_EX5_002.PDF Practice Exercises A through F Review Unit: Matrix Vocabulary 010_TG4_002.PDF This Unit focuses on: Things to Eat, Things to Drink, Things to Read, Things to Listen to, and Colors. Energy Sources 010_TG5_002.PDF As a follow-up to the Our World lesson in Module 3, this Unit introduces the passive voice and important vocabulary for talking about our world, its natural resources, and global issues of importance. Cause and effect relations, expressing purpose, and the use of noun phrases are also developed further, preparing students to begin to communicate about more abstract ideas and relationships, which will be developed extensively in Modules 7 and 8. In Our Energy Needs, different energy sources are presented and briefly explained. In What about the Future? we focus on various problems related to our use of fossil fuels, including global warming and acid rain, and the importance of conservation as a means to protect our environment. The lesson provides interesting topics for discussion, including alternative energy sources, and helps to prepare students to participate in a content-based curriculum. Goals (1) To be able to understand and talk about energy sources and natural resources. (2) To be able to understand the difference between active and passive verbs. (3) To be able to express the purpose, results, and reasons for an act or event. Objective 1: To introduce the passive form, be+V(n). Objective 2: To be able to understand and express cause and effect relations in a variety of ways. Objective 3: To be able to understand and use the infinitive, to+V, to express purpose. Session 2 Review Study Records and warm-up conversation. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 4. Review Study Score. Provide coaching information. Stress the importance of voice recording. Review Activity: Dictation and Discussion Energy Sources Main Activity 1: Cause and Effect Make a list of causes and effects. Discuss the relationships. (How strong is the causal connection?) Main Activity 2: Environmental problems in city or country What are the most serious environmental problems in your city/country? Review Task: Energy Sources Dictation: (1) Energy is the ability to do work. (2) There is energy all around us, but it isn't usable. (3) We need to be able to use it. (4) For example, there is energy in falling water. (5) That energy can be converted into electricity, which we can use in our homes and businesses. Check for accuracy and then have student summarize the dictation. Then ask follow-up questions like: How is energy converted into electricity? How can the energy of falling water be converted into electricity? What do we need energy for? What are some forms of energy? Where do we get the energy that we need? We need energy to keep warm. How do you heat your house? What are some other sources of energy? Is food a source of energy? Where does the energy in food come from? Main Activity 1: Cause and Effect Make a list of causes and effects, such as: (1) (cause) heat water (effect) it boils, it forms steam (2) cool water; it freezes, it forms ice (3) the demand for oil becomes more than the supply oil; prices increase (4) global temperatures rise; ??? , etc. Discussion: What are some of the causes of global warming? What happens if water is heated? What would cause the polar ice caps to melt? What will happen to ocean levels if the polar ice caps melt? What are other causal relations in your life? Main Activity 2: Environmental problems in city of country What do you think is a serious environmental problem in your city/country? Is it getting better or worse? Why? Are you worried about it? Why/why not? What are the main causes? What are the main effects? How does it affect you? Energy Sources 010_EX5_002.PDF Practice Exercises A through F Energy Sources 010_TG5_002.PDF This Unit introduces the passive voice and important vocabulary for talking about our world, its natural resources, and global issues of importance. Cause and effect relations, expressing purpose, and the use of noun phrases are also developed further, preparing students to begin to communicate about more abstract ideas and relationships, which will be developed extensively in Modules 7 and 8. In Our Energy Needs, different energy sources are presented and briefly explained. In What about the Future? we focus on various problems related to our use of fossil fuels, including global warming and acid rain, and the importance of conservation as a means to protect our environment. The lesson provides interesting topics for discussion, including alternative energy sources, and helps to prepare students to participate in a content-based curriculum. Goals (1) To be able to understand and talk about energy sources and natural resources. (2) To be able to understand the difference between active and passive verbs. (3) To be able to express the purpose, results, and reasons for an act or event. Objective 1: To introduce the passive form, be+V(n). Objective 2: To be able to understand and express cause and effect relations in a variety of ways. Objective 3: To be able to understand and use the infinitive, to+V, to express purpose. Session 3 Review Study Records and Warm-up conversation. Check Study Path. Review Study Score. Provide coaching information. Stress the importance of voice recording. Review Activity: Energy Sources Dictation Energy Sources and Transportation Main Activity 1: Energy and Environment Vocabulary Discuss terms like: deforestation, greenhouse effect, ice ages, climate changes, etc. Main Activity 2: Environmental Changes Changes in the environment and in the quality of life. Review Task: Energy Sources and Transportation Dictation: (1) We need power to run equipment such as cars and computers. (2) Hydroelectric power comes from the energy of falling water. (3) The energy of the falling water is converted into electricity. (4) Then the electricity is transported to our houses or places of businesses. (5) Unfortunately, some of the energy is lost when the electricity is being transported. Check for accuracy and then have the student summarize the dictation. Then ask follow-up questions like: How is electricity transported? How is energy lost? What are other ways that energy is lost? How can we conserve energy? Do you conserve energy in your house? How? Main Activity 1: Energy and Environment Vocabulary Discuss terms like: deforestation, greenhouse effect, ice ages, climate changes, alternative energy sources, fossil fuels, polar ice caps, extinction of animal and plant life, rising sea level and flooding, effect on agriculture, conditions for life to exist, overpopulation, health problems, carbon dioxide, oxygen, photosynthesis, etc. Main Activity 2: Environmental Changes What changes in the environment have you seen in your life? What other changes have you noticed? How do you expect things to change? Is the quality of life improving? How are things improving? How are things getting worse? Energy Sources 010_EX5_002.PDF Practice Exercises A through F Energy Sources 010_TG5_002.PDF This Unit introduces the passive voice and important vocabulary for talking about our world, its natural resources, and global issues of importance. Cause and effect relations, expressing purpose, and the use of noun phrases are also developed further, preparing students to begin to communicate about more abstract ideas and relationships, which will be developed extensively in Modules 7 and 8. In Our Energy Needs, different energy sources are presented and briefly explained. In What about the Future? we focus on various problems related to our use of fossil fuels, including global warming and acid rain, and the importance of conservation as a means to protect our environment. The lesson provides interesting topics for discussion, including alternative energy sources, and helps to prepare students to participate in a content-based curriculum. Goals (1) To be able to understand and talk about energy sources and natural resources. (2) To be able to understand the difference between active and passive verbs. (3) To be able to express the purpose, results, and reasons for an act or event. Objective 1: To introduce the passive form, be+V(n). Objective 2: To be able to understand and express cause and effect relations in a variety of ways. Objective 3: To be able to understand and use the infinitive, to+V, to express purpose.