ffiy$€$*m$ €hasekFms;"-.{--c-. r,*1 * * .r., r.\.- {ir-Il:,11; :i,*,,J#';t-i.JL].i;,*.1 -* :r.. jL. ,r

:;t !

n ff't-€ Work in pairs. Make a list of all the different waysyou use water during a day. Then try to estimatehow much water you use per day in liters, Thefollowing information might help, Compare yourwater usage with your classmates.

Enrytathy is the nbilitrl tou n d e r st gn d hott, s cune on e

.ftcls bttntsc Uor! Lon llttn.,'litr'iuhnt it's lilie to be the m.

Whut rlLttt entpathize uithioi /i(1)/rr', il tttnkts if cn:i,'r

for you to conrrntuticste utitlttlrctrt, t't't'tr if lltcir ('.\'f)r'i l('i 1.('

oJ sometltirtg is oery tliffarent

from qottt's.

,#*qg'*p

I {*tqp,fuI "-#[ifu: €ss

B ffi In groups, discuss what kinds of water problemsyou've experienced. Say how you felt.

Ie\f \nrinq .ttmmPr clc. We had

a drou{ht/flood and ...

)ur drinking water rsn't very

clean, so we have to ...

/ts not easy beingwithoutwaterbecause ...

When the water gets cut off , itmeans (that) ...

r+-

rl--0-tt

t

t

t

t

t

t

t

,,;

Critical thinking: developing erNpathy'= -=:::'S' ls section has a two-tiered design which incrudes a linguistic focus and a soft skills-: - -: --= : ir of the first is to recycle and c.onsolidate the target ranguage of the unit, and the aim-'--= s:::nc js to expose the students to vital soft skills tnutlrilf enable them to become more-: ^-:'': 'e and successfur in their academic and professionar rives.

':- ieach the masterskills section, you may decide to draw attention to the box at the beginningse.iron, which gives an explanation of the ioft skill.

--:=:.\' is the abirity to understand how someone feers because: 'e to be them. when you empathize with someone, rt makes;nrcate with them, even if their experience of something is

you can imagine whatit easier for you to

very different from yours.

- s i]portant to remember that the skills developed in this section can be applied in contexts beyond the:-g sn classroom' However, if you prefer to teach the section without discussing the underlying soft skill,'- s s also possible' The section is designed to be engaging and successful either way. your approach to'^: nasterskirs section may vary oepen-ing on your crass and the unrt.' ;3u do choose to focus on the soft skill, the following are some ideas for how to highlight it.' lsk the students to read the information in the soft skill box. conduct a short discussron to check that:rey understand what the skill is and why it is useful.' ''i'hen the soft skill box lists bulleted.tep", you may want to have the students refer bact< to the steps asirey go through the exercises, or at the end, after they have done all of the exercises.' !1''hen the students have finished all of the exercises, ask them to read the Reftectstatement. Encouragei::#,t:;; Li?: JJ?;Ji::*%:f:'nuo

or practiced in this section and where and how they can appry the

A@

Lead-r*"Write the expression to be in slmeone e/se,s shoes on theboard. Elicit from the class that it means to be in the situationthat someone else is in, or to imagine that you are in thatsituation. Explain that we often use the following expresstonwhen we want someone t0 try to understand whit lt,s tit<e tobe in a certain situation: putyourself in my/her/his shoes.Ask the students to give examples of situations in which itis important to be able to put yourself in another person,ssn0es.

B@. Ask the students to look at the pictures. Elicit what

water problems are illustrated in them (Tlte mainp,icture shoras a flood, snd the smnller picttr're shorus zuaterdripping out of a hose cmd represents ruasting roater duringa drought or aery dry seasoni.).

. Have the students read the expressions in the **S&ry g{3

S&S 5€ box and encourage them'to use them in theirdiscussion.

. Put the students into groups and ask them to discussdifferentwater problem, ti-,ey have experienced, andtheir feelings when they experienced ti-rose problems.Listen to some of their id"ui us a class.. Ask the students to read the definition of the word

empathtlin the box lt the fop right. Check that they

unders.tand it by asking them ti explain ii.. Have the students read the instructions for Ex. A, andcheck that they understand what to do. put them intopairs and ask them to calculate their estimated totaldaily water usage for the two of them.. Flave the students compare their water usage withthat o{ the other pairs in the ciass. Ask if they aresurprised by the amounts of water they use each day.

il

JT54

cm. Ask the students io look at the picture. Ask what the

people in the picture are doing. Ask which countrythey think tlnisis (Ethiopia).

r Have the students read the short text in the greenbox. Then put them into pairs and ask them toestimate the daily water use of Shartati and herfamily. Listen to their ideas as a class, but do notcorrect them at this stage, as they will hear the correctestimate in Ex. D.

Suffiure meteSituated in the Horn of Africa with its capital in Addis Ababa,

Ethiopia has a population of approximately 85 million. lt isAfrica's oldest independent country, but today it is one ofits poorest countries. Many people in Ethiopia depend on

agriculture for survival, but the country is regularly badlyaffected by both droughts and famines.

D m)r,Jd CD 1, Track 26. Explain that you will play a recording in which the

students will hear the woman in the picture talkingabout her daily routine. Ask them to listen and notedown how much water she uses.

. Play the recording once and check progress. Ifnecessary, play it again. Ask the students whetherthey had guessed more or less accurately the amountof water Shartati's famiiy uses (10 liters of ruater aday). Ask them to reflect on the figure of 10 liters incomparison with the 300 liters or so from the examplein Ex. A. Then ask them how their own water usagecompares with Shartati's.

€3&g listeningPlay the recording again and ask the students to say in whatways the poor water supply affects the lives of Shartati and

her familv.

Possible answers

Her daughter has to get up at 5 a.m. and walk twokilometers to collect water. This often takes herabout two hours, and sometimes she has to goagain in the evening. She is just a little girl, andshe has little to no time for studying or playing. Thefamily can only bathe and do laundry twice a weekbecause they have to go to the river to do it. Theriver is not very clean, so hygiene is a problem forthe family.

E@. Give the students a few minutes to read the ouestions

and make a few notes. Then put them into grbups offour and ask them to discuss the ouestions.

r Listen to their ideas as a class. On the board, makea list of the suggested things they would give up inorder to reduce their water usase.

Reflect. Ask the students to read t]ne Reflect statement. Ask

why some people find it easy to empathize andothers find it difficult.

--

---------

; T55I

I

I

-

:-:-

=-

=-------

Woman: My family-my husband, my five children and l-live in

a small village in Ethiopia.There are ab0ut 30 people who live

here. Most of the men are farmers. My day starts at about 5

a.m. I get my eldest daughter,Ashmi, out of bed. Her job is togo and collect the water from our nearest water faucet, which

is two kilometers away. lt takes her about two hours to make

the trip because she often has to wait while other villagers get

the waterthey need.When she gets home with the water, I can

begln making the tea and the food for the family's breakfast.Ashmi is very young, so she can carry only 10 liters of water ata time. Sometimes I ask her t0 get extra water In the evening,

especially if it hasn't rained and my husband needs water forwashing. As for washing ourselves and our clothes-well, I go

with Ashmi and the baby twice a week t0 the river and we wash

there. lt's not very clean, and hygiene is always a problem for

us, but it's better than nothing.

f-L-L_L-t-)_c)-1-L-a-1-)-L_L_L-L-L-L-L-l-L_DL-l-L- EmL-L-L-1-1-1-L-1-L-1-L-L-L-L-L-L-L-L-L-L-L-L-a

Read this infotmation aboutShartati and her family. Workin pairs io estimate how muchwater you think she and herfamily use per day.

Listen to Shartati talking about her daily routine.How accurate were your guesses about herfamilys water usage?

Work in groups. Discuss the questions below.

I Think aboLrt the r'.rLcI problertr-q r our.liscusse'rl in Exe rcise B. I lotl rlo vrrut'pIOL,lcnrs conr;.,r'c' i|itlr ShaItati'splol-r1cr-n irr se riousrr.^ss?

2 I ook bar k .rl thc \\',rter LlsitgL' \'()11 c.rlcrtlaLc'cl

in Ercr.cisc \. \\rl-ral things u t,ukl I otL neecl

r,,l. .* r,,..r ... .*. rr-..... irt

Iine u ith Shar'l.rti sl

3 \\iith lour.rnsrr cls to I nnLl 2 iu nttrttl,nou lakt ,t nrlnLlte to iltragirre \ ()trISelf

in ht'r situaLion. Hol n otrlrl lou leell

J IIou triglrl lhe uotltt be cliiftrlc'rtt itpeople look Inote tinre lo Pttt tlrettlsel\ L's

in other peoy.le''s shocs?

Drr 1/{rr/ lir/rJ lf.,rs1/ F{r

t' tt r ltit f lt i -r n I lt peoSt lc

vrrrr rlrrrl'f liroir,T l\,lv ot'

rr ltl tirr I l

Vocabulary

I can use wordsto descdbe thebusiness of r,r'ater andenvironmental issues.

Look again atSections2and6on

SGORE: /Lo

I can use the passivevoice and expressionsof purpose.

Sectior.rsland5onpages 48 and 51.

A Complete the ad with appropriate words. You have been given the first (5 points)

At Water 2U we aim to (1) d bottled waier to your door, when youneed it. Below are a few reasons why our customers come back for more:

to complete the text. (5 points)

After the tsunami in Indonesia in 2004, many villages ir coastal areas were washed away by the (11Jloods /d/o43'ftf. But the disaster had other consequences: (2) iuater po'oerty / dlsenses spread rapidly because of the number

of people who had died. It was also difficult to find clean (3) sotu'ces f resources of drinking water because of

(4) climnte chnnge / u)nter pollLttion. Volunteer doctors struggled with poor levels ol (5:) fnnine / lrygienebecause ol a

lack of medical supplies. However, many areas hat'e now recovered thanks to worldwide help.

Grammar

A Rewrite what these people have said in the passive voice. (5 points)

I "Climate chanee has seriouslv affected the environment."

"The environment

-

-

-

---

. You won't find

. We don't (3) c

lower (2) p anywhere else!

for delivery within the U.S. andLatin America.

. All bottles returned to us are (4) r at the source, saving on waste.

. Our (5) s costs to the rest of the world are highly competitive.

Call us with your order today at (f-800) 235-2667.

B Circle the correct answers

2 "The u'ater company cut off our water supply last week."

"Our water supply

3 "Before r.e bought the house, a flood damaged the basement."

"Before we bought the house, the basement

4 "They're charging me $10 for this bottled waterl"

SGORE: 5 "They limit

"Water usage/ro water usage in some areas."

cooking, but not drinking.

avoid wasting watet turn off the faucet when you brush your teeth.

you don't get r^'et!

not to have hygiene problems, shower regularly.

B Complete each sentence with a suitable expression of purpose. (5 points)

I use tap water7

2

3

4

5

So

Take an umbrella

We use rain water clean the deck.

Language Wrap-upstudents can cro the Language wrap up exercises in crass or for homework. rf you give them fornorneworK, remember to check the exercises at the beginning of the next crass or rolrect a few toidentify any typical errors.

lf you decide to do the exercises in crass, you can approach the wratrup as a two-step reviewingprocedure. First, ask the students to do the vocaburary section individua y. when the students haveljnished' encourage them to check their answers carefulry, payjng attention to detairs rike spelring andcapitalization. This is a good opportunity to have them wort< in pZirs to compare their answers anddrscuss any differences. After compJeting the vocaburary section, you can apply the same procedureto the Grammar section.

At the end of each sectjon, make sure that the stuclents write their totat score out of ten. lf they havea score rower than eight, direct them to the appropriate sections of the unit and encourag" t'n"i toread them again for homework. After that, ask them to complete the exercrse(s) again at home.Remember that pee r-correction, serfcorrection, and serf-evaruation are excerent ways 01 creatinga cooperative rearning environment and herping the stuclents deverop as Independent rearners.

A

1 Vocabulary

2 Grammar

A

B

Answets

l. floods 2 diseases 3 sources 4 water pollution5 hygiene

B

Answels

t has been seriously affectecl by climate change2 was cut off by the water company last week3 had been damaged by a flood4 am/'m being charged $1O for this botfled waier5 is limited in some areas

Answels

tfor 2 as to 3 so (that) 4 So aslln order 5 to

I to an online Clebate Tabie .L: Tab e 2; Sectton q.+.t.2; j,I 9gqlion 5,? 1.6

4

8

Glammar can use and understancl the passive in a range of tenses Table 1: Tab e 2; sectron +.+.r.r:-1

t"d,"g Lcan infer a writer's opinion Tabte 1; Tabte 2: s"",,on o.or:

Language use can contribute to an online clebate' ..tPronunciation can correc y prcnaunce /r/ sec|on 5.2.1.4 l

Grammar can use and understand expressions of ouroose lrulrr" r; anru:; s""t.n.x a.r.ti ]Section s.2.1.2I !q9!on 5 24.2_

Language use can understand an appeal by a non-profit organization rab e 1: Tabte 2r s""1on +.+:-L -l*-,.-llpeaKlng can Suggest alternatives Table 1; Table 2; Sect on 4.4.3.1;rPt,dt(rrlE, Can SUggeSt alternatives raore 1; lable 2; Sect on 4.4.3.1;

lmasterskills r can develop empathy with people living jn cjifferent sltuations