Activity 1.11 - Practising voice (individual)
1.Write out your answers to the questions below in both the active and passive form.
a. You want to say something about malnutrition and rust-coloured hair after your partner asks you why the poet includes this detail of hair colour in the poem ‘Refugee mother and child’. Write out the sentence.
b. Decide which version answers the question more directly.
2. Look at this sentence: ‘If things carry on the way they are, Europe will be frozen over and another ice age will descend.’ Is this in the active or passive voice? Explain your answer.
3. Add agents (the ‘doers’ or ‘actors’) of your own to the following sentences:
a. A 100 years ago the acceleration of climate change could not be anticipated.
b. Before rushing off to visit Antarctica in case it disappears, you should question the truth of what we are told about global warming.
c. Closing our borders to foreigners without documentation would be considered an inhumane thing to do, given the circumstances in Africa today.
4. Remove the agents from the following sentences:
a. Scientists have been proved wrong in some cases.
b. Activists say that conditions on earth are much worse than what we think.
c. Many earnest new leaders have risen to power in Africa, but power soon corrupts them.
Punctuation and spelling
Part of the editing process is to check your spelling and punctuation. If these are poor or incorrect, you can never make a good impression with your written work. Everybody makes mistakes when they write or type, which is why even professional writers and all publishers have their work checked by editors and proofreaders. You need to be your own editor and proofreader of everything you write.
You will practise finding mistakes in the article below.
Activity 1.12 - Proofreading an article (individual)
1. Rewrite the following passage in your workbook, correcting all the mistakes you find. These will be punctuation or spelling mistakes. If you are not sure of the spelling of a word, look it up in a dictionary.
How air pressure causes the temperature to rise
Air is warmer at the eqautorial region that at the polss because it recieves more insolation from the sun Insolation (incident solar radiation( is a measure of solar radiation energy )such as light) received on a given area in a given time. In other words the equatorial region is warmer becuase it receives more radation from the sun. This heeting of the air causes it to rise at the equator. The rising air leafs behind a lower pressure because air is moving away from the region as it rises the air cools and diverts in the upper atemosphere. The upper atmosphere air travells about 30° north and south of the equatorial region before it cools enough to sink back down again. this sinking process (subsidence) causes a high pressure in the area
The equatorial region is a converjence zone because sirface air from the sub-tropical regions meats here This area is oficially known as the Intertropical Convergence Zone. It cannot be reffered to as the equator because, unlike the equator this zone shifts north and south of the equator depending on the season. Thirty degrees north and south of the equator are areas of predominently high pressure because here the air is subsiding the subsiding air is asocciated with deverging air on the surfase. Therefor this is a zone of divergence. The earths rottation causes these air movements to swing to the right in the Northern Hemisphere and to the left in the Southern Hemisphere
Your teacher will go through the corrected version with you.
Review of Cycle 1
You can use this self-assessment checklist to review what you have learnt.
| When listening and speaking I can | |
| Take part in pair discussions | |
| Understand a listening text | |
| When reading and viewing I can understand | |
| An informative article | |
| Genre | |
| The sections of a book | |
| A cartoon | |
| Extracts from a novel | |
| A poem | |
| I can write | |
| Answers to questions | |
| Sentences | |
| A formal and an informal letter | |
| A paragraph using the writing process | |
| Using different voices | |
| Using editing and proofreading skills | |
| Using correct spelling and punctuation |
Introduction
The theme of this cycle continues the first cycle’s theme and concerns what is happening to the earth. You will read different kinds of texts – visual, informative and literary – and go through the writing process for essay writing, practising the different steps. You will also hold a formal group discussion for which you will need to do some research.
Reading for comprehension
You will read several different kinds of texts in the activities below. There are different strategies that you can use in order to increase your understanding of the passages.
First of all, it always helps to know something about what you are about to read – but how do you know if you haven’t read it yet? You skim it to see what you can pick up. You can look at the title, key words, pictures and captions to get a general idea. This is the pre-reading stage.
Then, during reading, you can either confirm or correct your first impression. Ask yourself questions about what you read; for example, what does this refer to, or who said this, or what does this mean?
You will usually be given questions to answer after you have read the text: the post-reading stage. These questions will help you to check whether you have understood what you have read.
When you are presented with a visual text, you also need to understand the various elements: font, colour, placing of elements, pictures, etc. A visual text might take the form of a cartoon like the one you studied in the previous cycle, or a map or graph, or even a diagram or picture.
A useful question to ask of all texts is: ‘What is the purpose and who is the intended audience?’
In the activities below you will practise reading different texts.
Activity 2.1 - Reading a map (individual and pair)
A map is a very useful way of presenting information, but it can be more challenging to understand than a written text. The map below details the movement of the Gulf Stream. The part of the globe you can see is the Northern Atlantic Ocean. Examine the map carefully.
[Gulf Stream, from: http://www.sciencepoles.org/index.php?/articles/&uid=468]
1.Now discuss the questions below with a partner and then write out the answers individually:
a. Which of the arrows represents the Gulf Stream that warms Europe? How can you tell?
b. Look on a globe or map of the Earth and explain what land mass each number on this diagram represents.
c. In which direction (clockwise or anticlockwise) does the current move?
2. Write a paragraph in which you describe the movement of the Gulf Stream current. Use the diagram to help you with the details.
Swap