new dynamic english module 5: unit 2 / lesson 1 ......1 new dynamic english module 5: unit 2 /...

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NEW DYNAMIC ENGLISH MODULE 5: UNIT 2 / Lesson 1

Unit objectives 1. Students will be able to give descriptions using the passive voice. 2. Students will be able to express the purpose, results and reasons using cause and effect

language. 3. Students will be able to use 1st and 2nd conditional structures.

Lesson Objectives 1. Students will be able to use 1st and 2nd conditional structures. 2. Students will be able to present a process using the passive voice and sequencers. 3. Students will extend vocabulary related to environmental issues. 4. Students will be able to analyse causes and effects. 5. Students will be given the opportunity to practice and develop fluency skills. 6. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson.

Summary of Study Records Analysis

Activity 1: Passive Voice Warmer (No slide)

Objectives To introduce the passive voice To illustrate verb patterns Warm-up

Activity Type TPR

Interaction S-S (Pair-work)

Preparation None

Assumption Students will be familiar with active vs. passive voice

Anticipated problem Comprehension

Solution Extension

Time 5 minutes

Target Language

A pen was dropped by the teacher The book was put under a table Some sentences were written on the board The door was opened

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Procedure

1. Start by dropping a pen on the floor! Ask the class what just happened. The class should

respond with ‘The teacher / you… dropped a book’. Ask the class to identify the subject

and the verb in the sentence i.e. ‘teacher’ and ‘dropped’. Write the active voice sentence

on the board.

2. Drop the pen again. Ask the class to tell you what has just happened starting with ‘The

pen…’ Students should respond ‘The pen was dropped by the teacher’. Have students

identify the subject and verb i.e. ‘pen’ and ‘was dropped’. Write the passive voice

sentence on the board. Assist the class in generating target language as required.

3. Conduct a brief discussion / explanation about the differences in form and meaning of

the two sentences. It is important for students to understand the importance of the

passive voice in providing a neutral, objective voice. This is often the case when we are

more interested in describing the object than the subject.

4. Invite students to work in pairs to perform some actions e.g. opening books, dropping

pens, exchanging bags, opening windows, etc.

5. Monitor output. Assist individual students as necessary in constructing accurate

sentences.

Activity 2: Our Energy Needs (Slide 2)

Objectives To practice using passive voice To review courseware content

Activity Type Sentence gap-fill

Interaction T-S (Whole-class)

Preparation None

Assumption Students will be able to complete sentences using prompts

Anticipated problem Inaccurate use of target structures

Solution Extension

Time 3 minutes

Target Language

See slide

Procedure

1. Click on the slide. Refer to the illustrations. Check vocabulary. 2. Instruct the students to work in pairs to take turns making sentences using the prompts.

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3. Set a time for task completion. 4. Monitor output. Assist individual learners as necessary. 5. Ask random students to report back with an example sentence. 6. Conduct a short feedback slot highlighting the use of passives and cause and effect

clauses. 7. Read through the explanations with the class. Check comprehension. 8. Ask the class to think of real-life situations where this type of language is used e.g.

professional reports, giving instructions, technical manuals, presenting factual information.

Activity 3: The Passive Voice (Slide 3)

Objectives To recognise the passive voice when describing processes To develop listening comprehension & note-taking skills

Activity Type Dictation


Preparation None

Assumption Students will recognise steps and structures in describing a process


Solution Extension

Time 2 minutes

Target Language

First, some tea is put in a pot, then, the water is boiled, next, the mint and the tea are rinsed in hot water, after that, the sugar is added, Finally, the pot is filled with boiling water.

Procedure

1. Do not click on the slide at this stage.

2. Tell the class that you are going to describe how to make mint tea. Ask them to listen

carefully and to write what you say.

3. Dictate the information from the Target Language box and repeat if necessary.

4. Ask a confident student to read through the information s/he has written. Check the

dictation and vocabulary with the class. Ask students which words you used to explain

the steps in the process i.e. sequencers. Then ask the class why you used the passive

voice i.e. to give clear instructions.

5. Click on the slide. Read through the instructions with the class. Check comprehension.

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6. Ask a confident student to describe the process for the class. Review inaccuracies as

required.

Activity 4: How to make cookies (Slide 4)

Objectives To use the passive voice when describing a basic process To develop the use of sequencers

Activity Type Describe a process


Preparation None

Assumption Students will recognise steps and structures in describing a process

Anticipated problem Vocabulary

Solution Extension

Time 2 minutes

Target Language

First, eggs and sugar are mixed together then, the butter is added next, the flour is blended in, after that, the cookie shapes are cut, Finally, the cookies are baked in the oven for 20 minutes.

Procedure

1. Click on the slide. Refer to the instructions. 2. Set a time for task completion. 3. Invite students to compare their answers with a few classmates. 4. Read through the process for the class (see Target Language box).

Activity 5: Describe a Process (Slide 5)

Objectives To practice using the passive voice to describe a process To develop fluency skills

Activity Type Describe a process


Preparation None

Assumption Students will be able to describe a simple process using the passive voice and sequencers

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Anticipated problem Organisational skills and vocabulary

Solution Monitor and feed in vocabulary

Time 5 minutes

Target Language

See slide

Procedure

1. Click on the slide. Read through the process for getting a job. 2. Organise pair-work. Refer to the instructions for the task. Check comprehension. 3. Set a time for task completion. 4. Monitor output. Assist pairs in generating language as necessary. 5. In small classes, invite the pairs to present their process to the class. In larger classes,

organise groups of 4 in which pairs exchange their information. 6. Conduct a short feedback session highlighting the use of target language.

Activity 6: Energy Sources (Slides 6-8)

Objectives To review vocabulary related to environmental issues To develop vocabulary building strategies To practice word stress

Activity Type Vocabulary building Pronunciation drill – word stress


Preparation None

Assumptions Students will be able to categorise target vocabulary Students will recognise word stress

Anticipated problems

Comprehension

Solution Peer input

Time 3 – 5 minutes

Target Language

See slides

Procedure

1. Do not click on the slide at this stage.

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2. Draw 2 vertical lines down the board to create 3 columns. Write a heading in each column to create categories as follows: Fossil Fuels, Hydroelectric Power, Nuclear Power.

3. Click on slide 6. Ask the class to name what they can see in the illustrations as follows: oil, air pollution, gasoline, global warming, dam, coal, gas, nuclear reactor/radiation.

4. Then ask the students under which category the word should be written. Language tip: gasoline / AmE, petrol / BrE.

5. Click on the follow-up slide. Allow the class to check their answers. Note that some additional words are included.

6. Click on the next slide. Model the word stress in the words from the table. Show the stress by clapping your hands on the stressed syllable as you say each word.

7. Drill the words in the same way with the class.

Activity 7: Problems We Face (Slides 9-10)

Objectives To review courseware content To develop fluency in describing cause, effect, purpose and reasons

Activity Type Exchanging Information


Preparation None

Assumption Students will be able to recall courseware content

Anticipated problem Memorisation

Solution Review

Time 3-5 minutes

Target Language

Possible questions:

What is being killed by acid rain?

What is a good energy source where there is plenty of sunlight?

What is one result of oil spill?

How do plants reduce the rate of global warming?

What will happen to the price of oil as the supply runs out?

Procedure

1. Click on the slide. 2. Organise pair-work. 3. Refer to the question prompts. Instruct the students to work in their pairs to ask and

answer questions about the environment based on the pictures. Tell them to use the question prompts and key words in the boxes.

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4. Model an example to get the students started e.g. What causes acid rain? Allow a few moments for question preparation.

5. Monitor output. Assist pairs in formulating questions and responses. 6. Click on the follow-up slide. Invite some confident students to report back with

examples of their information using some of the prompts on the slide. Drill example sentences using the prompts.

Activity 8: Jigsaw Reading (No slide)

Objectives To extend fluency in describing cause, effect, purpose and reasons To extend the use of vocabulary related to environmental issues To summarise and retell information

Activity Type Jigsaw reading

Interaction S-S (Pair-work & Group-work)

Preparation Copy and cut ‘Jigsaw Reading’ cards – 2 cards per group of 4 students

Assumption Students will be able to understand and retell information

Anticipated problem Summarising main ideas

Solution Review

Time 5-10 minutes

Target Language

See reading cards

Procedure

1. Organise pair-work. Give a reading card to each pair. (In smaller classes, have students

form groups of 4 and give a card to each student).

2. Instruct the students to read the information on their card and then to summarise the

main ideas with their partner.

3. Set a time for task completion. / Monitor and assist as necessary.

4. Ask the students to form groups of 4. Ensure pairs work with students who have read a

different text.

5. Instruct the students to explain their topic to the other pair without referring to the

text!

6. Write the titles of the reading texts on the board. Invite the students to describe the

information for each one.

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Activity 9: Conditionals review (No slide)

Objectives To review 1st and 2nd Conditionals

Activity Type Sentence completion game


Preparation None

Assumption Students will be aware of 1st and 2nd conditionals


Solution Extension

Time 3 - 5 minutes

Target Language

If the fire alarm goes off you must leave the building If they cut down the trees there would be a desert

Procedure 1. Review the 1st conditional. Start by give a student a warning about something

unimportant e.g. ‘If you drop your pen it’ll break’. Invite the class to continue by taking the second half of your sentence to create a new warning e.g. If your pen breaks… you won’t be able to take notes.

2. Ask for another warning based on the second part of the sentence, continue with more elaborate and exaggerated examples e.g. ‘If you can’t take notes you’ll have to leave school’ etc. (Alternatively have students work in pairs to conduct the activity from the first warning).

3. Note example sentences using the 1st conditional on the board. 4. Now draw an island on the board include a number of items that could be subject to

environmental problems g. palm trees, a river, a forest, a school, waterfall, fishing boats, etc.

5. Review the 2nd conditional by having the class practice cause and effect sentences. Generate some examples by asking students ‘What would happen if they cut down the trees on the island? What would happen if they built a factory?’, Encourage 2nd conditional full sentence responses.

6. Note example sentences using the 2nd conditional on the board. 7. Briefly review the differences between the two conditionals.

Activity 9: What if… (Slide 11)

Objectives To practice using conditional sentences

Activity Type Sentence completion exercise

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Interaction T-S (Pair-work)

Preparation None

Assumptions Students will use target language

Anticipated problems Inaccurate use of target language

Solution Monitoring

Time 5 minutes

Target Language See slide

Procedure

1. Click on the slide. Instruct the students to complete the sentences in pairs.

2. Monitor output. Check for the use of 1st and 2nd conditionals.

3. Conduct a short feedback session. Highlight the use of target language. Invite students

to report back with their chosen word for the last question on the slide i.e. If the planet

could speak what would it say?

Activity 10: Exchanging Ideas (Slide 12)

Objectives To practice exchanging opinions To develop fluency using a range of tenses

Activity Type Discussion about environmental issues

Interaction S-S (Group-work)

Preparation None

Assumptions Students will use a range of language and vocabulary Students will exchange opinions about the environment

Anticipated problems Hesitant fluency and use of target vocabulary

Solution Monitoring

Time 15 minutes

Target Language Student generated language

Procedure

1. Click on the slide. Invite the students to work in groups of 4 (or more in larger classes).

Invite the groups to think about the information and to discuss the questions.

2. Set a time for task completion. Monitor and assist groups as required.

3. Have a spokesperson from each. Read through the information checking vocabulary.

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4. Instruct the students to report their ideas to the class. Encourage a short follow-up class

discussion to compare opinions.

Summary (Slide 13) Invite students to briefly answer the questions on the slide. Homework

1. Hand out the worksheets. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM5U2L1 Jigsaw Reading

Global Warming Scientists say the temperature of the earth could rise by 3ºC over the next 50 years. This may cause drought in some parts of the world, and floods in others, as ice at the North and South poles begins to melt and sea levels rise. Global warming is caused by the greenhouse effect. Normally, heat from the sun warms the earth and then escapes back into space. But carbon dioxide and other gases in the atmosphere trap the sun’s heat, and this is slowly making the earth warmer.

Deforestation Rainforests help to control global warming because the absorb carbon dioxide. In recent years, large area have been destroyed, as the trees are cut down for wood or burned to clear the land for farming. The burning releases large amounts of carbon dioxide into the atmosphere. Many rainforests grow on poor soils, and when they are cut down or burned, the soil is washed away in the tropical rains, so that the area may turn to desert. Many plants and animals that live there could become extinct.

Pollution Factories, power stations and cars pump large quantities of carbon dioxide and other gases into the air. This is a major cause of the greenhouse effect. A lot of gasoline contains lead, which is very poisonous and can cause brain damage in children. Most cars use unleaded fuel today. Some poisonous gases dissolve in water in the atmosphere and then fall to the earth as acid rain. Acid rain also damages trees and buildings, and can kill fish in lakes and rivers. Rivers can also be polluted by industrial waste from factories and chemical fertilizers and pesticides used by farmers.

Alternative Energy Most of the energy we use today comes from coal, oil and gas. But these will not last forever, and burning them is slowly harming the atmosphere. We need to look for other ways of supplying energy. Solar Power is a way of using the sun’s energy as heat or to make electricity. We can also use wind-power by building modern windmills that spin in the wind. There are several types of water-power: river water in mountain areas can be used to generate hydroelectric power, and we can also produce electricity from sea water flowing in and out with the tides.

NDEM5U2L1 Homework Assignment

1. Read the article below.

Bamboo shortage a risk to pandas

The giant panda is already on the endangered list. The number of pandas in the world has been falling for decades. There are several reasons for this. One is that many of the panda's forests have gone. They have been cut down to make towns and cities. Another is the fact that the animal breeds very slowly and has few cubs (baby pandas). The panda is now facing another big threat to its survival – a shortage of food. A new report shows that bamboo, the panda's main food, is disappearing because of climate change. Bamboo is the main food source for pandas. Ninety-nine per cent of a panda’s diet is bamboo. An adult panda needs around 38 kilograms of bamboo every day.

The study predicts that nearly all the bamboo in China’s Qinling Mountains could disappear by the end of the century because of global warming, that means pandas would have nothing to eat. The study said: “Results show that almost the entire panda area in the region may disappear by the end of the century.” Researchers say the only chance of survival the panda has is if they move higher up the mountains. Scientist Jianguo Liu said: “I think there’s hope, if we take action now.” Panda expert Chang Leng said it was time for the world to wake up and help the panda.

2. Match the words from the article on the left with their synonyms on the right.

1. endangered a) in danger

2. giant b) difficult

3. gone c) very big

4. threat d) specialist

5. diet e) threatened

6. predict f) whole

7. entire g) food

8. chance h) disappeared

9. tough i) forecast

10. expert j) possibility

3. Read the article again and write down two questions you can ask your classmates about the text in the next lesson.

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NEW DYNAMIC ENGLISH MODULE 5: UNIT 2 / Lesson 2

Unit Objectives 1. Students will be able to give descriptions using the passive voice. 2. Students will be able to express the purpose, results and reasons using cause and effect

language. 3. Students will be able to use 1st and 2nd conditional structures

Lesson Objectives 1. Students will be able to use 1st conditional structures. 2. Students will use modal verbs ‘must’, ‘should’ and ‘can’ with increased confidence 3. Students will extend vocabulary related to environmental and social issues. 4. Students will be able to analyse causes and effects. 5. Students will be given the opportunity to practice and develop fluency skills. 6. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Refer to the reading text about pandas.

Check answers to synonym exercise as follows: 1a) 2c) 3h) 4e) 5g) 6i) 7f) 8j) 9b) 10d).

Organise pair-work or small groups in which students discuss their questions prepared as

per homework assignment.

Activity 1: Review (Slide 2)

Objectives To review passive voice content from previous lesson Warm-up

Activity Type Sentence gap-fill


Preparation None



Solution Drill

Time 3-5 minutes

Target Language

See slide

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Procedure

1. Click on the slide. Refer to the illustrations. Check vocabulary. 2. Instruct the students to work in pairs to take turns making sentences using the prompts. 3. Set a time for task completion. 4. Monitor output. Assist individual learners as necessary. 5. Ask random students to report back with an example sentence. 6. Conduct a short feedback slot highlighting the use of passives and cause and effect

clauses.

Activity 2: Future Possibilities (Slide 3)

Objectives To introduce and review the use of the 1st conditional for possible actions in the future and their results To personalise target language

Activity Type Sentence stem completion


Preparation None



Solution Drill

Time 5-10 minutes

Target Language

See slide

Procedure

1. Do not click on the slide at this stage. 2. Give the class some sentence stems using the 1st conditional e.g. If my boss asks me to

work next weekend I’ll… ,If I make a lot of money…Invite the class to complete the sentence for you.

3. Ask the class if the sentence is about the present or the future. Focus on the tenses by eliciting that the verb after ‘if’ is in the present simple and the other verb is in the future (will/won’t + infinitive).

4. Click on the slide. Read through the sentence stems for the class. Check vocabulary. 5. Instruct the students to work in pairs to take turns making sentences using the prompts. 6. Set a time for task completion. 7. Monitor output. Assist individual learners as necessary. 8. Ask random students to report back with an example sentence. Have students compare

their answers.

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9. Drill the 1st conditional as necessary. (Highlight the fact that reverse clauses which can be used without a comma.)

Activity 3: What will happen if…? (Slides 4-5)

Objectives To practice using 1st conditional to describe health and safety issues To develop vocabulary



Preparation None

Assumption Students will be able to describe possible consequences

Anticipated problem Hesitant fluency

Solution Extension

Time 5 minutes

Target Language

See slide

Procedure

1. Click on the slide. Ask the class what action is taking place in each picture. 2. Ask about future results of the actions by referring to each picture and asking ‘What if’

questions e.g. ‘What will happen if…he eats too many hamburgers, she drinks too much coffee?’

3. Encourage 1st conditional responses e.g. If he eats too many hamburgers he’ll be unhealthy. If she drinks too much coffee she’ll get stressed.

4. Click on the follow-up slide. 5. Invite the students to work in pairs asking and answering questions about possible

dangers and consequences in the pictures. Demonstrate an example as necessary. 6. Have pairs report back and compare ideas.

Activity 4: Fill the gaps (Slide 6)

Objectives To practice using modal verbs To develop fluency skills in exchanging opinions about travel To extend travel-related vocabulary

Activity Type Gap-fill exercise


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Preparation Copy and cut ‘Modal Verbs’ worksheet – 1 copy per student

Assumption Students will be able to recognise contexts for modal verb usage

Anticipated problem Inaccurate use of modal verbs

Solution Monitor

Time 5 minutes

Target Language

must = obligation / rules should = advice and suggestions can = ability

Procedure

1. Do not click on the slide at this stage. 2. Write the following modal verbs on the board – must, should, can. Ask the students how

and when these words are used. 3. Hand out copies of the worksheet. Refer to the instructions. Check comprehension. 4. Set a time for task completion. Monitor output. Assist individual learners as needed. 5. Click on the slide. Allow students to check their answers. 6. Review the modal verb(s) used in each sentence as required (see Target Language box).

Activity 4: If you visit… (Slides 7-8)

Objectives To practice using real conditional and modal verbs in giving advice and making suggestions To develop fluency skills in exchanging opinions about travel To extend travel-related vocabulary

Activity Type Giving travel advice

Interaction S-S (Group work)

Preparation None

Assumptions Students will be able to make suggestions and give advice using a range of language Students will exchange ideas in teams


Solution Practice

Time 15-20 minutes

Target Language

5

Student generated language

Procedure

1. Do not click on the slide at this stage. Ask students about their travel experiences and their attitude to travel e.g. Have they been to other countries? If so, which? Which countries would they like to visit and why? Have they had a bad experience when travelling? What type of things do they need to do before travelling?

2. Click on the slide. Read through the sentences checking vocabulary. Ask the class about the choice of modal verb in each sentence. Highlight the use of ‘must’ for strong suggestion as well as obligation.

3. Divide the class into groups of 4. Tell that they are going to brainstorm a list of things to do in a town, city or country of their choice. Designate a student to write down the ideas in each group.

4. Click on the follow-up slide. Read through the instructions with the class. Check comprehension.

5. Set a time for task completion. Monitor output. Encourage groups to reach a consensus about the place of choice as quickly as possible. Feed in vocabulary and appropriate modal verbs as needed.

6. Invite a student in each group to read out their suggestions without giving the name of the town, city or country. Ask the rest of the class to guess which place is being talked about.

Activity 5: Linking ideas (Slide 9)

Objectives To review the use of linking words and phrases to show consequences To practice using linking words



Preparation None

Assumption Students will be able to complete sentences


Solution Peer input

Time 5 minutes

Target Language

See slide

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Procedure

1. Click on the slide. Read through the sentence stems for the class. Check vocabulary. 2. Ask students for the purpose of the words in bold. (The aim here is to raise awareness of

linking words to help the reader/listener understand the ideas of the speaker/ writer). 3. Provide an explanation as necessary e.g. these linking words or short phrases are used

to link sentences, paragraphs and sections of text. This makes it easier for the reader to follow and understand the writer’s ideas. Illustrate cause and effect (or reason and result).

4. Invite the students to take a few moments to think about how to finish the sentences. Tell the class there are not right and wrong answers. Allow a few moments for individual task completion.

5. Now have the students work in pairs to compare their ideas. 6. Have some students report back with their ideas. Compare responses.

Activity 6: Presenting Information (Slide 10)

Objectives To practice presenting information To summarise written text To present causal relationships

Activity Type Group reading and follow-up presentation

Interaction S-S (Group work)

Preparation 3 reading texts - copy same text for students in same group Graphic Organiser – 1 per group

Assumptions Students will be able to summarise written information Students will be able to reach consensus Students will be able to present causal relationships

Anticipated problem Reading comprehension

Solution Monitor

Time 20-30 minutes

Target Language

Student generated language

Procedure

1. Do not click on the slide at this stage. 2. Tell the students that they are going to work in groups to read and summarise a text.

Check for the meaning of ‘summarise’ i.e. to give a brief description of the main points of something.

3. Organise groups of 4 students.

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4. Hand out the reading texts. Instruct students not to start reading at this stage. (There are 3 different texts to provide some variety in follow-up presentation topics. Give each group a different text. Alternatively, only use 1 text for the whole class to work on).

5. Provide a copy of the graphic organiser for each group to help them organise their ideas. 6. Click on the slide. Read through the instructions for the class. Check comprehension. 7. Allow silent reading time. Monitor and assist individual students with vocabulary and

reading comprehension. 8. Set a time for task completion. Ensure that students reach consensus in their groups. 9. Invite the groups to give their presentations. Encourage follow-up discussions and

questions. 10. Provide feedback on summarisation and clarity of the information presented.

Summary (Slide 11) Invite students to briefly answer the questions on the slide. Homework

1. Hand out the worksheets. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.


1. Decide which of these linking words or phrases are used to talk about a cause (C) or a

result (R).

2. Read the article below. Look for unknown words in an English learner dictionary.

Underline the cause and effect relationships described in each paragraph. Write about

some of the problems caused by stress. Use linking words to help you.

According to researchers at the University of California, stress can shorten your life. The researchers have been studying the effect of stress levels on the body. They found that stress accelerates the aging of our cells, which makes us more likely to get to age-related diseases. People with stressful jobs and busy lifestyles are more likely to die earlier than less-stressed people.

The researchers found in their tests that the system of cell reproduction becomes faster under stress. Each time a cell in our body is replaced, part of our DNA, called telomeres, become shorter. When they become too short, cells stop reproducing and our bodies continue the aging process. This means longer telomeres means longer lives. Stress makes them shorter, and so we die earlier.

Research leader, Dr. Elisa Epel, compared 39 women who looked after children with serious illnesses with a ‘control’ group of 19 mothers of healthy children. The length of the telomeres was measured in their blood. The women who had the more stressful job of caring for very sick children aged by ten years compared with the other women. Their stress levels caused them to age faster. Now we may be able to measure how dangerous our work and lifestyles are.

3. Think of 3 things that cause stress with learning English. Write some advice to a

student about how to manage the stress of learning a foreign language.

C R

1. consequently

2. due to

3. as a result

4. leads to

5. because

6. so

NDEM5U2L2 Reading Text 1

Half the world in cities A United Nations report on world population trends has provided some interesting figures about the future demographics of our planet. The world’s population is currently around 6.5 billion and is due to increase to about 9 billion people. The report says population explosions will occur in Africa and Asia, but not in the rest of the world. On the other hand, population levels in developed countries will probably fall, because of the decrease in the number of babies born in these regions. The report also says that half of the world’s population was living in cities by 2007. The five most populated cities today are Tokyo (13 million people), Mexico City (9 million), Shanghai (23 million), Mumbai (12.3 million) and Sao Paulo (11.3 million). In 1950 only Tokyo and New York had populations of more than 8 million people. By 2050 there will be 22 ‘mega-cities’. The report concludes that there is a lot of population change, as a result of new and diverse attitudes to having children, mortality, migration, urbanization and ageing. The effects of these population trends present opportunities as well as challenges for all societies in the twenty-first century.



result (R).









C R

1. consequently

2. due to

3. as a result

4. leads to

5. because

6. so


Climate Change and Poverty

According to the Intergovernmental Panel on Climate Change (IPCC), climate change causes

diseases and early deaths in poorer countries. Climate change leads to changes in

population growth, land use and pollution. Children and old people are the most at risk from

the effects of climate change.

Malnutrition is the result of not having important foods that the body needs. Climate

change affects food production because it reduces water, leading to more salt in soil and

also increases the number of floods which results in more plant diseases. Consequently,

growing crops becomes difficult in some dry regions e.g. parts of Africa.

In addition to health problems, some people are becoming ‘climate refugees’. Some

countries have population movements due to environmental changes. Lack of fresh water

and rising sea levels leads to desertification which forces people to leave their homes.

Climate refugees are not always people from poorer countries. Over the last few decades,

the number of hurricanes has increased. This may be due to warmer global temperatures. In

2005, after Hurricane Katrina, about 250,000 people in the USA became climate refugees.


Fat Genes

Genes probably cause more weight increase than an appetite for junk food, a new study has

suggested. Scientists have found that increased weight in school children is mostly

inherited. A study of more than 5,000 pairs of twins aged eight to 11 showed that genes

caused 77% of the amount by which their body mass and waist circumference varied.

Only 23% of the differences between the children was due to home environment. Children

born with "fat" genes are not always overweight, but have to work harder to stay slim said

the study leader Professor Jane Wardle, from University College London. "In today's

environment, there are lots of opportunities for all children to over-eat and not to do

exercise, it is not surprising that this leads to weight gain," she added. "It is therefore

important to offer the best environment for all children to help protect those who are at

higher genetic risk."



result (R).









C R

1. consequently

2. due to

3. as a result

4. leads to

5. because

6. so

new dynamic english module 5: unit 2 / lesson 1 ......1 new dynamic english module 5: unit 2 /...

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