Trees for Democracy

In document Mosaic 6 Ed Level 2 Reading (Page 104-108)

Trees for Democracy

• Have students read the passage silently, or have students follow along as they listen to the audio. • Tell them to underline any words or phrases that

are confusing or that they don’t understand. Remind them not to use a dictionary during this part of the lesson.

• Tell students to do activity 3, Finding Evidence to Disprove False Arguments, when they fi nish reading.

Content Notes

• Students are often interested in the Nobel Peace Prize and its winners because of the international nature of the awards. You can learn more about the prizes and their recipients at www.nobelprize.org.

• You can learn more about the Green Belt Movement and about Wangari Maathai at www.greenbeltmovement.org.

• In her speech, Wangari Maathai alludes to the challenges facing women in Kenya. For more on this, go to www.pbs.org and search for the Frontline World documentary “Run, Lornah, Run.”

Best Practice

Cultivating Critical Thinking

Students in the United States are often required to think critically about questions and readings. The activity that follows requires students to recall information from the text and restate it in a way that disproves the erroneous statements supplied. This activity also leads into a follow-up discussion of persuasive writing.

ANSWER KEY

1. unsuitable 2. nutritious 3. erosion 4. conservation 5. ecological 6. primarily 7. degradation 8. deterioration 9. deforestation 10. advocacy 11. harassment 12. desertification

Expansion Activity

• The aim of this activity is for students to examine prefi x and suffi x use in greater detail.

• Have students copy a newspaper article of about 500 words. Ask them to highlight the fi rst 30 prefi xes in the article in one color and the fi rst 30 suffi xes in another. If students don't have highlighter pens, have them circle the prefi xes and put squares around the suffi xes. Ask them to guess the meaning, or role, of the affi xes without using a dictionary. Have them write these up as a list and bring them to class.

• Have students review the lists in class and write them on the board. Have one category for prefi xes and their meanings and another category for suffi xes and their meanings.

• As an alternative, you can have all the students work from the same article.

Read

Introduction

• Discuss the three questions in the box with the class. Also ask them to add any personal experiences with ecological or grassroots movements.

• Direct students’ attention to the photo of Wangari Maathai and discuss it.

PA R T

1

Student Book pages 198–205

4 The Word Builder Challenge

• The aim of this activity is to have fun with a bit of competition while working on suffi x use.

• Divide students into groups of three to fi ve. • Read the instructions to the class and demonstrate

on the board how the activity works.

• To make this activity more challenging, instead of making just one person on the team responsible for using the word in a sentence, require every person on the team to know it.

ANSWER KEY

Possible answers include:

corruption, democratic, undemocratic, development, developmental, disappearance, ecological, educated, educational, educate, encouragement, encouraging, energetic,

environmental, fertility, globalization, improvement, inspiration, inspirational, management, managerial, protection, protected, unprotected, protest, protestation, recognition, unrecognizable, irresponsible, scarcity, wooden.

Strategy

Identifying Compound Words

• Compound words are frequently created when there is no word to meet our needs. Students must be able to comprehend the compound words, and they should work toward producing fi rst those that they have studied or heard and later create their own.

• Read the instructions and go over the example, rainfall. Have students volunteer fi ve other compound words and write them on the board as examples (e.g., checkbook, raincoat, tailpipe, screwdriver, download ).

After You Read

Strategy

Finding Evidence to Disprove False Arguments

This strategy helps to disprove negative statements about a person.

3 Finding Evidence to Disprove False

Arguments

• The aim of this activity is to have students apply the knowledge learned from their reading by writing statements correcting erroneous information. • Be sure the students understand the directions. • Have students complete this activity individually. • Ask volunteers to report their answers.

ANSWER KEY

1. When the author was a child, there was not even a word for desert as they couldn’t conceive of one.

2. Women like the trees because they improve the quality of life. Clean water is closer, crops are more plentiful, and animals have more grazing lands. Also, having trees makes for more rain.

3. President Daniel arap Moi was a corrupt dictator. He put her in jail to censor her.

4. The Green Belt Movement found that the deforestation was linked to the corrupt politics of President Moi and his cronies. To stop the deforestation, they had to change the political situation in Kenya.

6 Guided Academic Conversation:

Analyzing the Author’s Point of View • The aims of this activity are to have students

discuss topics related to the reading and in so doing, review and expand upon it.

• Read the instructions to the students and group them in pairs.

• Circulate among students while they are talking and help with vocabulary problems or questions. Do not correct their grammar while they are speaking. • If time permits, have students discuss their fi ndings

with the class as a whole group.

ANSWER KEY

Answers will vary. Possible answers:

1. The cycle of poverty describes a pattern in which poor people continue to be poor and in which their poverty limits their opportunities to improve their lives.

2. Answers will vary.

3. Answers will vary.

4. Sustainable management describes agricultural practices that have no negative effect on the land and can therefore be continued for a long period of time without damage to the land.

5 Identifying Compound Words

• The aim of this activity is to heighten students’ awareness of compound words and to have them start producing some that have been practiced or studied. A second goal of this activity is to have students scan the reading. They will need to scan to fi nd many of these words.

• Have students do this activity individually. • When fi nished, call on volunteers to give their

answers and write on the board. Correct as necessary.

ANSWER KEY

1. household 2. topsoil 3. rainfall

4. well-connected 5. worldwide

Content Note

• Compound nouns in English, especially those made up of two nouns, are most commonly pronounced with the strong stress or accent on the fi rst syllable: TOPsoil, HOUSEhold, RAINfall.

Best Practice

Interacting with Others

Students in the United States are often required to participate interactively with each other as part of class work and lab work. Activities such as the one that follows will help students to become more comfortable working together in pairs and small groups. It will also help them to learn to describe their political opinions and to expand on the ideas in the reading.

Main Ideas and Details

Student Book pages 206–220

In document Mosaic 6 Ed Level 2 Reading (Page 104-108)

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