Without [water] and air [there] [would] [be] no [life].
It is one of eight planets [that] [travel] around our sun.
The [second] [closest] planet to the [sun] is Venus.
The sun [gives] [us] the energy [that] we [need].
Without [it], [there] [would] be no [life] on Earth.
Without [enough] water, food [can’t] [grow] and people [don’t] have enough to eat.
When conditions [are] not [right], [life] [cannot]
[exist].
Two of the [planets] are [closer] to the [sun] [than] the Earth.
Five [planets] are [farther] [away] from the sun [than]
the Earth.
We [get] the [energy] [that] we [need] from the sun.
If we [were] [closer] to the sun it [would] be [too] hot for us.
We [need] both [water] and energy to [grow] [our]
food.
Plants and trees [produce] the [air] [that] we [breathe].
Automobiles [are] a major [cause] of [air] pollution.
Without enough water, [food] can’t grow and [people]
[don’t] [have] [enough] to eat.
It [would] [be] [hotter].
Factories [such] as [this] one [cause] [lots] of pollution.
Human beings are [one] form of [life] [that] still [lives]
on [this] planet.
For example, millions of years [ago] [there] [were]
New Dynamic English
Focused Listening
Focus 1
Preview and study Our Planet, Earth.
Listen to each sentence several times. If necessary, use the ABC button to look at the text.
Language Focus
ordinals (first, second), spatial relations, and comparisons Listening Task
Go through the lesson once. Then study the part of the lesson on the planets and their relationship to each other and to the sun. What planet is closest to the sun?
Which is the third closest? Note how each planet can be described by its relative location to the sun.
Goals
•
Preview and orientation. Students will be able to answer questions about the planets and their relationship to each other and to the sun.•
They will be able to use the ordinal numbers first, second, and third to refer to an object.Student Follow-up
1. Describe the position of at least five of the eight planets, using ordinals in no more than three descriptions.
closest, farthest, 2nd closest, between Earth and Jupiter, the third planet from the sun
2. Write three sentences that use an ordinal number together with a superlative adjective (the 2nd largest, the third oldest, the fourth most expensive), and five sentences that use a number with an adjective (the two largest, the three oldest, the two most popular.) Note the difference in meaning.
3. From 1 to 5, rank your favorite singers, movie stars, or athletes, and write a sentence about each of them.
Focus 2
Review and study Our Planet, Earth. Listen to each sentence several times. If necessary, use the ABC button to look at the text. Consult the Glossary for highlighted words.
Language Focus needs, necessity, purpose Listening Task
Focus on what we need to live, such as air and water.
Listen for sentences that answer why, and practice saying them: Without water and air, there would be no life.
Without enough water, there aren't enough plants and trees. We need water to grow our food.
Goals
•
Students will be able to answer questions about the conditions necessary for life: What do we need?Why do we need plants? What do plants need?
•
Students will be able to talk about necessity and purpose: We need water to grow our food.Student Follow-up
1. As a class or in small groups, think of other reasons we need energy, clean air, water and plants: We need water to drink/to wash our clothes/to cook our food, etc.
2. Make a list of other things you really need. Why do we need them?
3. Do Practice Exercises A and B.
Focus 3
Review Our Planet, Earth, and then preview Air, Water, and Pollution. Listen to each sentence several times. If necessary, use the ABC button to look at the text.
Consult the Glossary for highlighted words.
Language Focus
must, can, can’t, would, cause and effect Listening Task
Listen for sentences that express a cause-and-effect relationship. Which is the cause? Which is the effect?
Focus on sentences that say what happens if there isn't enough air, food, water, etc.
Without water and air, there would be no life. Without water, we cannot grow our food
Note how the words must, can, can’t, and would are used to express necessity, potentiality, and certainty.
Goals
•
Students will be able to answer simple questions about the relationships between things necessary for life.What happens if we don't have air?
•
Students will be able to understand and express simple causal relations.Without water, plants can't grow. Without plants, there isn't enough air.
Student Follow-up
1. Complete the following sentence: “For me to succeed in (life, school or work), I need the following: ...” and explain why.
2. List what you think are the three greatest dangers to life on Earth, and explain why.
3. Do Practice Exercises C and D.
Module 3: Unit 2,Our World
Focus 4
Review Our Planet, Earth, and Air, Water, and Pollution, and then focus on the Questions.
Language Focus
questions and speculation with if Listening Task
Focus on sentences with if. Listen especially for sentences about what would happen to us if we were closer to the sun. Practice saying these sentences.
Practice saying all the questions and answers, and then record yourself. Speak clearly, and in phrases, not individual words.
Goal
•
Students will be able to understand simple what if questions.Student Follow-up
1. Explain what would happen if we were closer or farther from the sun, if it rained more or less, if you had a better or worse job, if you were a better or worse student, etc.
2. Do Practice Exercises E and F.
Focus 5
Review Our Planet, Earth, and Air, Water, and Pollution, the Questions, and then do the Focus Exercises.
Language Focus
cause and effect, make + adj., and relative clauses Listening Tasks
1. Focus on pollution. What sorts of problems does pollution cause? Listen for sentences that answer this question and practice saying them: Polluted air makes us sick. Polluted air also kills the plants which give us clean air.
2. Focus on relative clauses. Listen for sentences or parts of sentences that give us additional information about something: the plants which give us clean air, eight planets that travel around the sun. Click on the highlighted words that and which.
Goals
•
Students will be able to understand the distinction between cause and effect (factories cause pollution and not vice versa).•
They will be able to use make + adj.•
Students will understand simple relative clauses.Student Follow-up
1. As a class or in small groups, discuss problems of pollution in your country or town. What causes it?
What are some of its effects?
2. On the board, list the causes and effects of pollution.
3. Do Practice Exercises G and H.
Focus 6
Language Focus Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the Mastery Test. Try to get a score higher than 90%.
New Dynamic English