Unit 7
Lessons 3+4
Student’s Book pages 58 and 59
Speaking
1. Look at the photographs. What do they show? Discuss with a partner.
Answers:
VOCABULARY: Climate change
2. Which of these words and phrases are connected with climate change? Check the meaning of any words you don’t know in the Activity Book Glossary or in a dictionary.
Answer:
All of these words are connected to climate change.
LISTENING
3. Listen to the radio programme. What is the difference between weather and climate?
4. Listen again and answer the questions.
Answer:
The weather is something that is happening at the moment in the atmosphere. When a type of weather affects a part of Earth for many years, it is called climate.
WRITING
5. Listen to the radio programme again. Then write a summary of the programme using the words in the box in exercise 2.
Students’ own answers.
SPEAKING AND WRITING
6. Fill in the blanks with the words from the box to complete the following poem. Discuss its meaning. Then, recite it to the class.
Answers:
Little drops of water ,
Little grains of sand ,
Make the mighty ocean
And the pleasant land.
Thus the little minutes,
Humble though they be,
Make the mighty ages
Of eternity.
7. Write your own poem about a topic of your choice. Then, recite it to the class.
Students’ own answers
VOCABULARY: Climates
8.Write the descriptions in the box under the correct types of climates.
|
Polar |
Tropical |
Desert |
Monsoon |
Cool
temperate |
Tundra |
|
|
hot and wet |
hot in the day, cold in the night |
very heavy rain |
rain most of the year |
very little rain |
|
ice and snow |
|
very little rain |
|
not very cold winters |
very short summers |
8
PRONUNCIATION
9. Listen to the words in the box. What do they have in common? And in what way are they different? Listen again and repeat.
Put the words in alphabetical order.
Answers:
All the worlds refer to places. Some refer to areas in countries (Jordan valley, Jordanian Badia), some refer to continents (North America, North Africa, Southern Europe, South America, Northern Europe, Central Australia, South-East Asia) and the others refer to countries (Russia, India).
Alphabetical order: Central Australia, India, Jordan valley, Jordanian Badia, North Africa, North America, Northern Europe, Russia, South America, South-East Asia, Southern Europe).
10. Complete this report about desert climates with the words from the box.
Answers:
1. surface
2. cold
3. desert
4. winters
5. survive
6. rainfall
Unit 7Lessons 5+6Student’s Book pages 60 and 61
SPEAKING
1. Look at the photographs. What do you think they represent? Discuss with a partner.
The photographs represent the need to use the resources of Earth responsibly. We can recycle or use things again. We need to work with nature, not against it.
VOCABULARY: Global warming
2. These words are all connected to global warming. Check the meaning of any words you don’t know in the Activity Book Glossary or in a dictionary.
The words in bold are in the wrong sentences. Put them in the correct place.
1. Spread awareness about global warming and absorb your friends and family.
2. Plants enlighten water through roots, stems and leaves.
3. Over the years, the world has witnessed the conserves of many animal species.
4. Minimising the use of electricity saves money and extinction energy.
Answer:
1. enlighten
2. absorb
3. extinction
4. conserves
READING
3. Read this newspaper report on tips that help save the planet’s environment. How can this problem be solved?
Students’ own answers.
COMPREHENSION
4. Besides saving the planet’s environment, how can the ‘suggested’ ideas help you as an individual? Use full sentences.
Suggested answers:
If I avoid buying unnecessary items, reusing old material, I will save money and can then donate to charity. If I eat organic food, I will be healthier.
Speaking
5. What do you think of when you hear or see these words? Discuss your ideas with a partner.
Students’ own answers.
SPEAKING AND WRITING
6. Imagine you are living in Australia. There is a very bad drought and no rain has fallen for many years. The earth is turning to dust, and crops are dying. What can you do? Discuss your ideas with a partner and write notes.
Student’s own answers.
7. Read these sentences about the drought in Australia. With your partner, think of more sentences to add to the list.
• It’s the worst drought in 100 years. There isn’t much water available.
• Crops can’t grow. Farmers have lost a lot of money.
• There was some rain last week. It hasn’t had a big effect.
• Two million people live in the area. Luckily, they have enough to drink.
• Forests are becoming very dry.
Answers:
It is very hot but there isn’t water, so we can’t have showers. There is a very real danger of fire because everything is very dry. We don’t know when it will rain again.
8. Refer to your ideas in exercises 6 and 7 to write a newspaper report about the drought in Australia. Use the newspaper report on page 60 as a model and include at least one defining relative clause in your work. Then share your work with the class.
Student’s own answers
QUOTATION
Read the quotation. Do you agree with it? Why/Why not? Translate the quotation into Arabic.
There is no such thing as bad weather, only different kinds of good weather.
John Ruskin, Critic (1819 CE–1900 CE)
ليس هناك من طقس سيّء، وإنّما هناك أنواع مختلفة من الطقس الجيّد