Step 1 Revision
1 Check the homework exercises.
2 Ask Ss to tell you 10 things that theyhave learnt so far in this unit.
Step 2 Preparation for reading
SB Page 22, Part 1. Ask Ss this question:In which country or countries in the world are people hungry today? List thecountries on the Bb. Ask the second question: Why are people hungry in theworld? and list the answers in note form on the Bb. Then say You are going toread a text about world hunger. How many countries or groups of countries arementioned in the text? Read the passage quickly to find out the answers. Givethem enough time to do this task.
Step 3 Reading
Now let the Ss read the passage carefullyand make notes. Write these headings on the Bb.
Reasons for world hunger
In EU: 1)
2)
In India:
In less-developed countries:
In western countries:
Let Ss do this task individually and thencompare notes in pairs. Then go through the answers with the class.
Answers:
Reasons for world hunger
In EU: 1) Food is bought from farmers andthrown away;
2) Farmers are paid not to grow crops.
In India: Most land is owned by richlandowners.
In less-developed countries: Farmers areforced to plant cash crops.
In western countries: Grain is fed to beefcattle. Note that detailed study of the text comes after this stage; there areno great language problems or difficult vocabulary that will hinder thenote-making stage.
Then go through the text with the Ss anddeal with any language problems.
Notes:
a goes hungry = is hungry (a fixedexpression)
b The European Union: The EU, previouslyknown as the EEC (European Economic Community) and later the EC (EuropeanCommunity), was originally formed in 1967. It comprises a group of Europeancountries that is still being enlarged. The main- aspects of the EU are acommon external tariff, a common agricultural policy, a monetary policy, andthe absence of customs controls on trade between member states.
c has the information = has enoughinformation
d to do this: refers to make sure that noone in the world goes hungry.
e the right to sell their crops to the EU:In an attempt to balance supply and demand, the EU guarantees prices of certaincrops to farmers, even if there is a surplus.
f paid by the EU for not growing crops:This scheme is called set-aside. The purpose is to compensate farmers who takeland out of food production in a situation where more food is produced than isconsumed.
g It has been proved: Note the use of thepassive to introduce an idea.
h the way to produce the most food is tolet farmers grow crops = If you let farmers grow their own crops, this willproduce more food than any other way.
i either to feed their family or to sell:This is related to the phrase grow their own crops
j whichever they choose = whether theychoose to keep the food for their family or to sell it.
k If the peasants could ... would be muchhigher. Note the use of a conditional clause to express the result of animaginary situation. The structure is as follows: If-clause: if+ PastIndefinite; Result-clause: would + infinitive.
1 it has been suggested: Note the use ofthe passive to express an idea.
m even if it resulted in a fairer society =even if the result were a fairer society
n less-developed countries: Previouslyknown as underdeveloped, then developing countries.
Abbreviated to LDCs.
o are in debt = owe money to othercountries, or banks in other countries
p cash crop = a crop that is sold ratherthan to be used by the people growing it.
q 10 kg of grain ... 1 kg of meat: This isknown as the food conversion rate. Better food conversion rates are achieved bypigs, geese and chickens. The best rate is for fish: one kilogram of fish-foodcan provide one kilogram of fish.
Step 4 Practice
SB Page 23, Part 2. Let the Ss work throughthe exercise orally in pairs and check the answers at the end. Answers:
1 What 2 How 3 that 4 How many 5 Where 6Whether 7 who 8 which
Step 5 Practice
SB Page 23, Part 3. Explain the task: Ssneed to use the right verb in its correct form. Let the Ss work through theexercise orally in pairs. Ask the class for their answers at the end.
1 ruin 2 was / would be 3 be provided 4keep 5 add 6 get 7 wipe 8 needed
Step 6 Practice
SB Page 23, Part 4. Explain that Ss have tojoin two parts to make sentences. Let the Ss work through the exercise orallyin pairs. Check the answers with the class at the end. Answers:
I have no idea whether the crops will beruined or not.
I had an idea who had stolen the ham fromthe butcher.
I didn‘t know why the peasants there didn’tkeep geese.
I‘m sure that the problem can be solved.
The question who is going to give a speechremains to be decided.
What she said was exactly what we expectedto hear.
I made a promise that the vegetables wouldnot be sold.
It is already a fact that throughout Chinapeople work five days a week.
We must remember the fact that goatsusually live in mountainous country.
Step 7 Workbook
Wb Lesson 15, Exx. 1-3.
Ex. 1 is good for consolidation. Ss have tobe very familiar with the information in the text. They may discuss thequestions in groups. Encourage Ss to give different opinions. Then call out oneS to be chairman and hold a discussion with the whole class. You may join inand express your own ideas. This can become a real communicative activity.
Exx. 2 and 3 can be done orally in classfirst, then in written form after class.
Homework
Finish off the Workbook exercises. Read thepassage again.