Transcript km 2

SPEAKING:
COMMUNICATIVE
TASKS
ACTIVITIES:
1. Debates
2. Role plays: improvised *
3. Discussions *
4. Presentations
5. Pictures *
6. Problem-solving *
7. Decision-making *
8. Games *
9. Critical Thinking *
Pair work
Information Gap
1. Schedule/timetable:
Country
Total area of Area of
As % of
country
total area of
country
within basin basin
As % of
total area of
country
(km2)
(%)
(km2)
13 260
Rwanda
26 340
84 200
Kenya
Uganda
0.6
75.5
2.7
8.9
8.0
2 344 860
0.7
235 880
7.4
121 890
1 978 506
Egypt
0.4
46 229
365 117
Eritrea
(%)
1 001 450
0.9
11.7
33.2
0.8
20.4
63.6
79.0
Country
Burundi
Total area of Area of
As % of
country
total area of
country
within basin basin
As % of
total area of
country
(km2)
(%)
(km2)
27 834
0.4
19 876
Tanzania
Sudan
47.6
0.6
945 090
2.7
580 370
1.5
8.0
22 143
0.7
0.9
231 366
7.4
98.1
24 921
0.8
20.4
326 751
10.5
32.6
Zaire
Ethiopia
(%)
1 100 010
2 505 810
Country
Total area of Area of
As % of
As % of
country
total area of total area of
country
within basin basin
country
(km2)
(km2)
Burundi
27 834
13 260
0.4
47.6
Rwanda
26 340
19 876
0.6
75.5
Tanzania
945 090
84 200
2.7
8.9
Kenya
580 370
46 229
1.5
8.0
Zaire
2 344 860
22 143
0.7
0.9
Uganda
235 880
231 366
7.4
98.1
Ethiopia
1 100 010
365 117
11.7
33.2
Eritrea
121 890
24 921
0.8
20.4
Sudan
Egypt
2 505 810
1 001 450
1 978 506
326 751
63.6
10.5
79.0
32.6
(%)
(%)
Linguistic tools:
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Comparative & superlative forms
Q words
Interpretation skills of graphic data
After gap-filling:
1. Which 3 countries have more of the Nile
on their territories? Put them in rank order.
2. Which country has most of its total area
within basin?
3. Rank order the 10 countries in relation to
% of territory within basin.
ANSWERS:
1. Sudan – Ethiopia - Egypt.
2. Uganda
3.
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Uganda
Sudan
Rowanda
Burundi
Ethiopia
Egypt
Eritrea
Tanzania
Kenya
Zaire
98.1
79.0
75.5
47.6
33.2
32.6
20.4
8.9
8.0
0.9
2. Maps:
enchantedlearning.com (label me series)
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maps
animals
plants
birds
languages
art
crafts
etc.
3. FLAGS:
Flags (ordered left to right)
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Cameroon
Burkina Faso
Congo
Mali
4. Tables, charts
Countries:
Top 10 World’s Most Corrupt
Somalia - synonymous with piracy. Reuters reports 47 ships captured in
2009.
Afghanistan - opium trade.
Myanmar - formerly known as Burma. Rich in timber, minerals, natural
gas and an ideal transit point for illegal drugs.
Sudan - resource-rich nation .
Iraq – corruption mainly related to oil contracts and foreign oil drillers.
Chad - more recently, a court accused the nation’s finance and education
ministers of corruption, including allegedly embezzling $4.3 million.
Uzbekistan - corruption and oppression are getting worse. "Grades and
degrees are routinely purchased" in the education system.
Turkmenistan - resource-rich nation with power concentrated in the hands
of the President. The government controls most sectors of the economy,
including vast natural gas reserves.
Iran - a huge state-controlled oil sector and smuggling to counter
international sanctions provide abundant opportunities for corruption.
Haiti - its first emperor, Jean Jacques Dessalines, was shot and hacked to
pieces by citizens angry over rampant corruption.
The Poorest 10
10.
Ethiopia ranks 170 out of 177 the poorest countries on the Human
Development Index (UNDP HDI 2006). The agricultural sector suffers
slowdown because of poor cultivation techniques and frequent drought. 80%
lives on bread line. Some parts run a high risk of hepatitis A, hepatitis E, typhoid
fever, malaria and rabies.
09.
Niger Drought is a common calamity. It often undergoes a phase of severe
food crisis. 63% of its total population lives on below $1 a day. Adult literacy
rate is as low as 15%. Life expectancy spans up to 46 years. Many die of
hepatitis A, diarrhea, malaria and typhoid fever.
8. The Central African Republic ranks 171 as a poor country. Agriculture is the
backbone of its unstable economy. Life expectancy spans up to 43 years. 13.5%
of its population is at risk of AIDS.
7. The rank of Guinea Bissau as a poor country is 172. Farming and fishing are the
only pillars of its economy. About 10% of its adult population is at risk of HIV.
6. Union of the Comoros Population growth and unemployment at a high rate are
responsible for the poor economy. Agricultural contribution to its GDP is 40%.
Economy mainly depends on foreign grants.
5. Agriculture is the base of the economy of Republic of Somalia. Rearing
livestock is the primary source of livelihood. The small agricultural industry
contributes 10% to its GDP.
4. The Solomon Islands Above 75% of the labor class is involved in fishing,
which holds its domestic economy. Palm oil is an important cash crop for
export. Rich in mineral resources like zinc, lead, gold and nickel.
3. Republic of Zimbabwe . Its economy suffers a slowdown due to supply
shortage, soaring inflation and foreign exchange shortage. Zimbabwe’s
involvement in the Democratic Republic of the Congo left its economy fragile.
80% unemployment.
2. Republic of Liberia. A decline in the export of commodities, the flight of many
investors from the country, the unjust exploitation of the country’s diamond
resource, looting and war profiteering during the civil war in 1990 brought the
economy of the country to its knees. External debt is more than its GDP.
1. Republic of Congo: incredibly high levels of inflation in 1994, eruption of the
civil war, and continuation of armed conflict broke down the economy of the
country.
The World's Largest Consumers
Consumer
of
annual/capita consumption
1.) United Arab Emirates
2.) China
3.) USA
4.) Australia
5.) Norway
6.) Greece
7.) India
8.) The Netherlands
9.) USA
10.) Portugal
11.) Nauru
12.) China
13.) Czech Republic
14.) UK
15.) Luxembourg
16.) Canada
17.) Finland
18.) Mexico
19.) Turkey
20.) Greece
sugar/sweetener
rice
energy
ice-cream
jam and preserve
vegetable
freshwater
biscuits
gum
fish and shell
meat
eggs
alcoholic drinks
chocolate
wine
fruit and vegetable drinks
coffee
cola drink
tea
cheese
70.9 kg
135 million metric tons
18 liters
4.2 kg
257 kg
10.7 kg
218,500 tonnes
80.5 kg
122.2 kg
28.6 million tonnes
191.3 liters
11.5 kg
62.6 liters
49.1 liters
10 kg or 1,500 cups
105.9 liters
2.8 kg or 1,232 cups
27.3 kg
followed by
USA
India
China
USA
Sweden
South Korea
China
Argentina
China
Singapore
Argentina
Japan
Ireland
Liechtenstein
Italy
The Netherlands
Norway
Norway / USA
Ireland
France
6. Spot the difference
7. Biography:
TASK
How can you turn this biography into an
information-gap activity?
8. ANIMALS
Electric eel
The electric eel, known for its ability to generate an electric current, looks
somewhat like other eels but has different habits and is therefore not
considered a true eel. It is a spineless, toothless fish that grows up to three
feet (2.7 m) long. It is found in the Amazon and muddy rivers of South
America. The electric eel's vital organs (brain, heart, digestive system) are near
the front of its body. The rest of the body contains a platelike arrangement of
organs that produce electrical current by a chemical reaction. The electric eel
can produce a current of up to 650 volts—enough to severely shock a human.
The eel uses this current to stun or kill the smaller fish it eats, and to defend
itself against enemies.
An electric eel has three pairs of electric organs on each side of its body. Each
organ has thousands of muscle cells. The cells give off small bursts of electricity
after a nerve sets them off. Each burst lasts about 1/500 of a second. It is short
but powerful! They grow to 8 feet (2.4 meters) long.
Crocodile
Alligator
The first difference between a crocodile and an alligator is that they are from different
families of crocodilians. Crocodiles are from the crocodylidae family, while alligators
and caiman are from the alligatoridae family.
In terms of physical differences, a crocodile has a very long, narrow, V-shaped snout,
while the alligator's snout is wider and U-shaped. Because of the wide snout of the
alligator it packs more crushing power to eat prey like turtles that constitute part of its
diet. The narrow crocodile snout, although still very powerful, is not really suited for
prey like turtles but is very versatile for fish and mammals.
Another physical difference between the crocodile and the alligator is that the
crocodile's upper and lower jaws are nearly the same width, so the teeth are exposed all
along the jaw line in an interlocking pattern, even when the mouth is closed. They also
have an enormous 4th tooth on the lower jaw that is accommodated by depressions in
the upper jaw just behind the nostrils.
An alligator, on the other hand, has a wider upper jaw, so when its mouth is closed the
teeth in the lower jaw fit into sockets of the upper jaw, hidden from view. Only the
teeth of the upper jaw are exposed along the lower jaw line. Even the enormous 4th
tooth on the bottom jaw, which is exposed in a crocodile, is hidden in the alligator.
Another physical difference is that crocodiles have a lighter olive brown coloration, while
alligators appear blackish. Alligators also prefer freshwater while crocodiles like
brackish water and sometimes even ocean.
While crocodiles and alligators both have glands on their tongues, crocodiles still use these
glands to excrete excess salt. Alligators seem to have lost this ability, making their
tolerance for salt water comparatively brief. Biologists believe this suggests that the
crocodile is less removed from its oceanic ancestry.
Both crocodiles and alligators have dotted sensory pits along the upper and lower jaws that
look almost like beard stubble. They detect slight changes in water pressure, thought to
help the animals locate prey. These sensory pits were called Integumentary Sense Organs
(ISOs) until they were renamed to Dermal Pressure Receptors (DPRs). While both animals
have them along the jaws, the crocodile has one on every scale covering its entire
body. Some researchers believe the crocodile's DPRs might be linked to detecting
levels of salinity.
It is generally stated that alligators are docile compared to aggressive saltwater crocodiles,
and that crocodiles grow larger. While true in general, there are exceptions to every
rule among the many species. As an example, the average alligator grows to about 14
feet (4.3 meters), while crocodiles can reach 19 feet (5.8 meters) or more.
In terms of nesting, crocodiles lay their eggs in mud or sand nests near brackish water,
while alligators make their nests out of mounds of vegetation surrounding freshwater.
In the United States crocodiles are only found around the southern tip of Florida, though
they can also be found in the Caribbean, Central America and South America.
Alligators are found in the southeastern United States, and South Florida is the only
known place in the world where crocodiles and alligators cohabitate the same areas.
Crocodilians, which includes both crocodiles and alligators, are believed descended from
archosauria which lived 250 million years ago at the end of the Paleozoic era when all
the continents were joined together in a single mass known as Pangea. About 30
million years later in the Triassic period (220 million years ago) archosauria split into
two lines of evolution, one being crocodilians and the other dinosaurs and birds.
Scientists theorize that the Age of Reptiles, which lasted some 155 million years, ended
about 65 million years ago when an asteroid struck Earth wiping out the dinosaurs.
But while dinosaurs vanished crocodilians survived!
OTHER:
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Newspapers
Mobile phones
Actors/singers
Football players
Cars
9. Improvised Role-Play:
Find a Partner
(can be done in groups)
Jobs
GROUP 1
1. police officer
5. scientist
9. civil engineer
2. nurse
6. artist
10. accountant
3. farmer
7. princess
4. shopkeeper
8. dressmaker
GROUP 2
1. singer
5. driver
9. receptionist
2. cook
6. engineer
10. fishmonger
3. secretary
7. president
4. student
8. painter
GROUP 3
1. actor
5. gardener
9. social worker
2. teacher
6. musician
10. surgeon
3. manager
7. writer
4. soldier
8. chemist
GROUP 4
1. doctor
5. factory worker
9. solicitor
2. housewife
6. dustman
10. air-hostess
3. baker
7. builder
4. pilot
8. dentist
GROUP WORK
TASK
A British/Austrian etc. friend of yours came to visit
Egypt as a tourist and was culturally shocked by two
things. What might these be, do you think?
You may want to discuss this in relation to:
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How values/beliefs influence people's behavior
How values/beliefs shape who we are as individuals
Task: World War II
Group members’ tasks/roles:
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Hitler's rise to power
Britain's role in the war
Japan's entry into the war
development of the atomic bomb
Soviet Union’s role in the war
Pre-war events
Impact of the war
Casualties of the war
The war in cinema
Task: 5 most important names in history
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A. Main contributions
B. Importance
C. Etc.
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Divide class into groups of 4.
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Give SS 10 minutes to write down the names and discuss.
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Monitor the groups.
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Allow SS to introduce the people they have selected.
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Allow other SS to ask fact/opinion Qs.
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Make remarks.
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Make a note of most recurrent names.
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Conduct a rough survey to arrive at the whole class decision on the
most important figure.
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Make your comments.
Task: Short play
Ask groups of 4 SS each to sit together to
decide on a scenario for a 5-10 minute play
e.g. father, son discussing a family problem
Task: The Mediator
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Put SS in groups and ask them to sit together to
invent a situation that presents a conflict and
needs a solution.
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Role-play involving "conflicting parties" and a
"mediator" e.g.
bride, groom, bride's mother, groom's father etc.
 brothers and sisters arguing over father’s will
 parties discussing some damage & compensation
 investigating accusations with parties concerned
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Task: Setting criteria:
Assessing teachers for a raise. What are your
criteria?
Zoom
A group tries to create a unified story from a set of
sequential pictures.
Book of the Year
Think of a book title you want to write for
the Egyptian reader. There are 4 mini-tasks
for the 4 group members:
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Member 1
Member 2
Member 3
Member 4
title?
reader?
content?
cover page design?
Task: Survival Scenarios
10 individuals need help but only 5 can be saved.
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Procedures:
Provide (or ask group members to provide)
characteristics for each individual.
Ask group to come to an agreement about which
5 should be saved and why.
Task: Survival Scenarios
A nuclear bomb has been dropped; a radiation-free
shelter is available, but can only take 6 people.
Choose who will survive.
Other:
Decision-Making
1.
2.
3.
4.
5.
6.
7.
8.
Who do you invite to dinner?
Who gets the heart?
Who will sing on my wedding day?
Who do you save?
Who do you marry?
Which educational system?
Which books to print?
Which subjects to study?
Task (analytical)
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Comparing/contrasting two different accounts of
the same event in two different newspapers
FIND SOMEONE WHO:
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Enhances speaking
Learners get to know one another
Fun
Language Games
BLIP/COFFEE POT: (Elementary) Guess the verb
Each student is given a VERB. (suitable for the level)
In pairs or as a whole class, discover the VERB through
QUESTIONS.
The nonsense word "BLIP" should be substituted for the
target VERB.
SS ask Qs:
When / Where / Why / How do you blip?
Can you blip someone / something / somewhere?
Did you blip yesterday?
Do you like blipping?
Do you blip with your hands?
Sample Verbs (Elementary)
cook
dance
dream
drive
fight
fly
live
read
shout
sleep
talk
jump
cry
draw
drink
eat
fish
worry
love
run
sing
swim
think
kiss
(Intermediate/advanced)
argue
plan
explore
hesitate
joke
claimyell
Understand
paint
rest
smile
move
whisper
appeal
hypothesize
bathe
scream
translate
iron
knit
win
Hangman
What's my nationality? Who am I?
Student (A) thinks of a nationality
Student (B) asks:
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"Do you wear______________?"
"Do you drink / eat _________ ?"
"Do you play (sport) or (game)?"
"Do you play the (musical instrument)?"
"Does it rain / snow a lot there?"
"Is it very hot / very cold there?"
"Do the people like ______ there?"
"Are the people there tall / short / romantic / hard-working / rich / poor?
Student (A) thinks of a famous person, fictitious character or cartoon
character?
Student (B) asks YES/NO questions.
What's my job? (from open lists)
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Questions:
Do you work indoors or outdoors? / in a trade or profession? / in
a factory or an office?
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Do you work with your hands? Do you wear a uniform? Do you
work long hours?
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Do you work from 9-5? Do you work regular hours? Do you
work at weekends?
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Do you work with people or machines? Are you in a service
industry?
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Do you sell something? Do you earn a lot of money? Must you
have good qualifications to do your job?
Jobs
GROUP 1
1. police officer
5. scientist
9. civil engineer
2. nurse
6. artist
10. accountant
3. farmer
7. princess
4. shopkeeper
8. dressmaker
GROUP 2
1. singer
5. driver
9. receptionist
2. cook
6. engineer
10. fishmonger
3. secretary
7. president
4. student
8. painter
GROUP 3
1. actor
5. gardener
9. social worker
2. teacher
6. musician
10. surgeon
3. manager
7. writer
4. soldier
8. chemist
GROUP 4
1. doctor
5. factory worker
9. solicitor
2. housewife
6. dustman
10. air-hostess
3. baker
7. builder
4. pilot
8. dentist
20 Questions:
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A student thinks of something and declares
whether it is animal, vegetable or abstract.
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The other students are limited to 20 questions. If
they cannot guess the word(s) within the allotted
number of questions, then they lose the game.
Critical Thinking
Tasks and Activities
Activities
Construct a model and demonstrate how it
works.
Practise a play and perform it for the class.
Take and display a collection of photographs on
a particular topic.
Make up a puzzle or a game about a topic.
Activities
Design a questionnaire to gather information
Survey classmates to find out what they think
about a particular topic. Analyse results.
Write a commercial to sell a new product.
Make a jigsaw puzzle.
Devise a role-play.
Activities
Conduct a debate about an issue of special interest.
Make a booklet about 5 rules you see important.
Convince others.
Form a panel to discuss views on …
Prepare a list of criteria to judge…
Prepare a case to present your view about...
Activities
Create a new product. Give it a name and plan a
marketing campaign.
Write a TV show, play, role play, song about...
Design a record, book, or magazine cover for...
Sell an idea.
Develop a menu for a new restaurant using a variety of
healthy foods.