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English for Life Learner's Book Grade 10 Home Language
Până la Ian Butler, Felicity Horne și Megan Howard
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Evaluare: 5 din 5 stele5/5 (1} stea)
Lungime: 454 pagini3 ore
- Editor:
- Best Books
- Lansat:
- Oct 31, 2013
- ISBN:
- 9781775892496
- Format:
- Carte
Descriere
In English for Life Grade 10 you will be covering a range of fascinating, thought-provoking and often humorous texts with integrated activities through which you will also improve your knowledge of some of your other subjects. The texts form the basis for extending your understanding and application of language usage and communicative skills, for interpreting and responding to a variety of visual material, and for reading and understanding literature.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 10 is an integrated language textbook for learners taking English as their Home Language.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 10 is an integrated language textbook for learners taking English as their Home Language.
Informații despre carte
English for Life Learner's Book Grade 10 Home Language
Până la Ian Butler, Felicity Horne și Megan Howard
Evaluări:
Evaluare: 5 din 5 stele5/5 (1} stea)
Lungime: 454 pagini3 ore
Descriere
In English for Life Grade 10 you will be covering a range of fascinating, thought-provoking and often humorous texts with integrated activities through which you will also improve your knowledge of some of your other subjects. The texts form the basis for extending your understanding and application of language usage and communicative skills, for interpreting and responding to a variety of visual material, and for reading and understanding literature.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 10 is an integrated language textbook for learners taking English as their Home Language.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 10 is an integrated language textbook for learners taking English as their Home Language.
- Editor:
- Best Books
- Lansat:
- Oct 31, 2013
- ISBN:
- 9781775892496
- Format:
- Carte
Despre autor
Legat de English for Life Learner's Book Grade 10 Home Language
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English for Life Learner's Book Grade 10 Home Language - Ian Butler
authors
Think about the topic
What is global warming and how does it affect us?
We all know that our earth is in trouble, and that human activity is the main problem. You will see huge changes in the environment in your lifetime, some good but some bad. The problem is a serious one and we all need to be aware and do what we can to help heal our world. Let’s think about what we know about global warming and its effects.
Look at the picture collage on the previous page, the cartoon of the sweating earth above and the explanation of greenhouse gases below before discussing the questions in pairs.
1. What do you know about global warming?
2. Which human activities pose the biggest threat?
3. What effect does global warming have on the environment?
Greenhouse gases and global warming
Greenhouse gases, such as water vapour and carbon dioxide, occur naturally in the earth’s atmosphere. The right amount of these gases traps some of the sun’s heat around the earth, warming it up and making it fit for life. This is the greenhouse effect. But human activity, such as pollution, the burning of fossil fuels and deforestation (the chopping down of forests) increases the amount of greenhouse gases, and more and more heat is trapped in the earth’s atmosphere. This causes global warming.
Enrichment
Your teacher will ensure there are books and magazines available, or arrange visits to the library and/or computer room for your class. You will also have to find sources on your own. Look for articles, photos, illustrations or cartoons about global warming or the negative impact that humans can have on the environment, and share your research with your classmates.
Read facts about global warming
1. Skim the passage ‘Why is everyone talking about global warming?’ on the next page on your own to get a general idea of what it is about.
2. After you have skimmed the passage, work in pairs and discuss how much you could gather about the passage without reading it in detail. Which clues helped you the most?
3. Now read through the passage intensively on your own or follow in your book as your teacher reads it with you.
To skim is a form of reading. The purpose of skimming is to get a general idea of what a piece of writing is about. You might look at headings, pictures, captions, first and last lines or paragraphs or any other clue that will give you an overview. Think of reading a newspaper. You don’t read every article. If you turn to the back pages to get the latest soccer results for local teams, you will skim the articles to find the ones about soccer. You will quickly skim through these to see if they are about local teams and if you are likely to find the results.
Once you have an overview of a text, you will find it easier to do intensive reading, where your aim is to gain an in-depth understanding of the text.
When looking for specific information, e.g. a date or a key word in a text, you will scan. This means you let your eye flow over the text to find a specific word, phrase or figure.
Reading Text
Why is everyone talking about global warming?
From Wikipedia, the free encyclopedia
1. Definition
Global warming is the rise in the average temperature of the surface air of the Earth and of the oceans. Global warming has increased in recent decades and the bad news is that this rise in temperature is likely to continue.
Be careful of the information you find on Wikipedia! Always verify the information elsewhere.
2. Evidence of global warming
The global average air temperature near the earth’s surface rose about 0.18 °C during the 100 years ending in 2005, mostly because of greenhouse gases. Scientists predict that the average global surface temperature will rise a further 6.4 °C during the twenty-first century, this century. They expect global warming to continue for more than 1 000 years, even if greenhouse gas levels stabilise. This is because the oceans have an ability to retain heat for a long, long time.
3. Results of global warming
Rising global temperature will cause extreme weather conditions, changing the amount and pattern of rainfall. Other effects of global warming include changes in agricultural harvests and trade routes, glacier melting, species extinction and increases in all kinds of diseases. The circulation of oceans carrying warm water to the North Atlantic will slow down. This will cause the northern land areas to remain cold, and if the warm waters do not arrive, the glaciers, the frozen freshwater rivers, will not melt to release some of their cold water. Many species of freshwater and saltwater plants and animals depend on glacier-fed waters for a cold water habitat. Some species of freshwater fish, for example, salmon, need cold water to survive and reproduce. Rising ocean temperatures will cause ice sheets to be reduced, leading to ocean levels rising.
4. More results – animals and plants
Ecosystems will change as a result of global warming: some species are being forced out of their habitats, and will possibly become extinct. Some scientists predict that over 50 per cent of animal and plant species may be wiped out. Many of the species at risk are Arctic animals such as polar bears and emperor penguins. For example, the waters of Hudson Bay are ice free for three weeks longer than they were 30 years ago. This affects polar bears, which prefer to hunt on sea ice.
Cold-blooded animals generally grow faster to make up for the short, warm growing season, but warmer-than-ideal conditions result in their metabolism being higher, meaning that they use more energy, and as a result their body size is reduced, which increases their risk of becoming prey for other animals. Even butterflies have moved their range 200 kilometres northwards. In Britain, spring butterflies are appearing on average six days earlier than twenty years ago. Frogs are breeding, flowers blossoming and birds migrating on average 2.3 days earlier each decade: butterflies, birds and plants are moving closer to the north and south poles by 6.1 kilometres per decade. Human activity, specifically the increase in greenhouse gases that we produce, causes the temperature rise and the resulting change in species behaviour.
5. Influence on humans – water shortage
How will humans themselves be affected by global warming? Firstly, there will most likely be a shortage of water. Evaporation will increase because of the higher temperatures; extreme weather means that more rain falls on hardened ground, which is unable to absorb it, and this leads to flash floods instead of the underground water reserves being replaced. Glaciers in some areas may shrink and dams relying on glacier run-off will not fill. This will reduce water supplies for irrigation.
6. Influence on humans – high temperatures
Secondly, the most direct effect of climate change on humans might be the impact of hotter temperatures themselves. Extreme high temperatures will lead to an increase in the number of deaths: people with heart problems are vulnerable because the cardiovascular system must work harder to keep the body cool during hot weather; people with respiratory problems will be at risk; and heat exhaustion will kill more people. The European heat wave of 2003, for example, killed 22 000–35 000 people.
7. Influence on humans – diseases
Thirdly, global warming is expected to spread organisms that carry infectious diseases to wider areas. Diseases such as malaria and dengue fever will affect more people. Ticks, which carry diseases such as encephalitis and lyme disease, and sandflies, which carry visceral leishmaniasis, are likely to move into Britain and Europe.
8. Conclusion
Global warming is likely to have serious effects on the environment and human life. Scientists are uncertain about the amount of warming expected in the future, and how warming and the changes it causes will vary from region to region around the globe. Most national governments have signed the Kyoto Protocol, which binds them to reduce greenhouse gas emissions. However, there is ongoing debate about what, if any, action should be taken to reduce or reverse future warming or to adapt to its expected consequences.
[Adpated from: Wikipedia, http//www.google.co.za]
Word skills
This year you will be asked to compile a personal spelling and vocabulary list in which you record
– words frequently spelt incorrectly,
– the meanings of any new words that you have learnt, and
– idioms, abbreviations and other items that you want to remember.
A thesaurus is a reference book that gives synonyms of words.
When giving a synonym (a word with the same meaning) your alternative should fit into the text exactly, e.g. a plural will remain a plural and a past-tense verb will remain a past-tense verb.
Your list should be updated every day.
Use a good dictionary and a thesaurus to find a synonym or a short phrase that means the same as each of these words as it is used in the context of the passage:
stabilise (par. 2); extinction (par. 3); habitat (par. 3); ecosystems (par. 4); metabolism (par. 4); run-off (par. 5); irrigation (par. 5); vulnerable (par. 6); cardiovascular (par. 6); emissions (par. 8).
Note: You need not always understand every word in a passage. For example, we can see that encephalitis, lyme and visceral leishmaniasis (par.7) are diseases, and that is sufficient.
Discuss the following questions with a partner to see how much of the text you have understood. Make sure you each allow the other to express ideas and opinions, and listen to each other politely.
1. Read the definition of global warming aloud to your partner (the first sentence of paragraph 1). How would the meaning change if the word ‘average’ were left out?
2. a) Look at the last sentence in paragraph 1. Can you say which part of the sentence is fact and which part is opinion? (Hint: Look at the verbs and the adverb.)
b) Now quote a phrase from paragraph 1 that tells us that global warming is not positive.
3. a) What is a prediction? Use your dictionary to find out.
b) Can a prediction be scientific? Explain your view.
(You may reread and review the last two sentences in paragraph 2 to help you.)
4. List the negative effects of global warming in the third and fifth paragraphs and identify the effects you have personally already experienced.
5. Why will ocean levels definitely rise in the future?
6. Scan paragraph 4 for the missing information below:
a) Some scientists predict that over ______ per cent of animal and plant species may be wiped out.
b) Butterflies have moved their range _____ kilometres northwards.
c) Birds are migrating an average ______ days earlier each decade.
7. Do you think it matters if some species become extinct? Explain your opinion.
8. Explain the feeding problems that polar bears are currently experiencing in the Hudson Bay area.
9. What evidence do natural scientists have that the polar ice caps are melting?
10.Can you sum up paragraph 6 (give the main idea) in not more than two statements?
11. How can global warming lead to disease-bearing organisms moving to areas they have not been found in before?
12. As the editor of a scientific journal, would you accept this article, ‘Why is everyone talking about global warming?’ for publication? Give your reason/s. If not, where do you think the writer should publish?
13. Is the following statement a fact or an opinion? Support your answer by giving a reason from the passage.
Everyone agrees that we should take action to reduce future global warming.
A fact is information that is true and can be proved whereas an opinion is a view about a particular issue.
Look at how a poet expresses the same ideas
The poem on the next page was written recently by a poet who is concerned about what is happening to the earth. It does not contain facts and figures, as the article on global warming does, but it uses language, images and figures of speech to create a picture of a sick earth. Listen to your teacher read the poem. Part of the pleasure in poetry is the sound of the words, the rhythm and stresses. Then silently reread it to yourself. Try and get the feel of the poem even if you do not understand all the words and images at first.
Reading Text
Work in pairs and compare how the article ‘Why is everyone talking about global warming?’ and the poem are similar or different. Look at the following aspects:
– message
– format and layout
– kind of language used.
Compare what you have discussed with the rest of the class in a general discussion.
Word skills
Looking up the meaning of words
You know by now how to use a dictionary. Looking up the meanings and pronunciation of words in a dictionary is one way of finding meaning. We will talk about other ways later in the module.
Every learner should have access to a good dictionary. It is often useful to look for information in more than one dictionary.
1. Let’s look up the words ‘novena’ and ‘jaundice’ and answer the following questions. You can work in pairs and share your findings with another pair who may be using a different dictionary.
a) How is pronunciation shown in a dictionary? Where do you find a key to interpreting what the pronunciation symbols mean?
b) How many different meanings are given for each word? Which meaning matches the way the words ‘novena’ and ‘jaundice’ are used in the poem?
c) How is the part of speech shown?
d) Find the plural of ‘novena’.
e) How does your dictionary show the origin of words?
f) Which other useful information is given in your dictionary?
2. Add these two words and their meanings to your vocabulary list. Look up and list any other new words and meanings that you have learnt.
Look at how poetry works
You may find it useful to discuss the poetic devices given on the next page before answering the questions on the poem ‘As it was written’.
Discuss the questions with a partner and then write down your own answers. Use full sentences where possible.
1. Notice how the poet describes the earth, sky and moon as if they were human (personification). Find words as evidence of how she does this.
2. a) The poet personifies the earth as a child on a merry-go-round. How does this comparison reflect the mood of the poem?
b) What is the added effect of the line, ‘towards extinction’?
3. a) Find the alliteration in line 4, ‘right to the roots’.
b) What do you think the word ‘roots’ represents?
Poetic devices
Look at how the poet has used the poetic devices explained below.
alliteration: the repetition of the first letters of words, e.g. ‘moan at their mirrors’. Alliteration is used to create a special sound effect that links words and emphasises their connection, adding to the meaning of the poem.
simile: two things are compared directly using ‘like’ or ‘as’, e.g. ‘thickening the oceans like gravy’. A simile is used to expand and emphasise meaning.
metaphor: one thing is another through shared qualities: ‘your trees are twisted chairs’. A metaphor brings out and emphasises these qualities.
personification: non-human things take on human characteristics, e.g. ‘fish kneel down’. The reader can identify and feel more strongly involved.
4. Do you think the simile in line 5 is effective? Give your reason/s.
5. If a latrine is a toilet for human waste, in what way is the earth becoming a latrine?
6. a) A number of words and phrases indicate sickness in the poem. Write them down.
b) Comment on the poet’s use of yellow, red and brown.
7. Write a paragraph to describe the state of the environment as indicated by the lines:
Your trees are twisted chairs.
Your flowers moan at their mirrors,
and cry for a sun that doesn’t wear a mask.
8. ‘ … its veins spill into the rivers …’
Explain the metaphor, giving the implied and direct meaning.
9. Find another metaphor that also means the earth is dying. Explain it.
Direct and implied meaning
Look at the line ‘you are becoming a latrine’. This doesn’t really or literally mean that the world is turning into a toilet. The poet implies (says indirectly) that the earth is being spoilt by what humans waste. So the difference here is between implied or inferred meaning and direct meaning.
Examples:
Implied or inferred meaning: The earth is becoming a latrine.
Direct meaning: Humans cause pollution.
Implied or inferred meaning: The sky is yellow with its jaundice.
Direct meaning: Industrial pollution, which colours the sky yellow, is a health hazard.
10. Why
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