english page 58 & 59& 60 for 2 as

Go through the preview to let the students be aware of what they will learn in the unit. Brainstorm a checklist of projects compatible with the new language items and skills covered by the unit, and let them discuss and choose the project they would like to materialise. Again, it is not recommended to let the students do the same project year after year.

Get the students interact about the stamps. What does each of them represent/show? When was the stamp issued? On which occasion was it issued ? ...The interaction will serve as an introduction to the topic of the unit.

The words in the checklist are related to the topic of the unit. The emphasis is on the pronunciation of consonants. Make sure the students know how to pronounce each of them.

DISCOVERING LANGUAGE (pp.60-63)

The students will interact about the map using their background knowledge.

1- The map represents Southern America.

2- The area in green stands for the Amazon Forest.

3- It is situated between Brazil, Peru, Ecuador and Bolivia.

4- The line in question is that of the equator.

5- The equatorial climate is hot and humid.

The students will the check the answers they have not checked in the Before-you-read activity.

a-.There is more than a decade of global fossil fuel emissions of carbon

dioxide stored in the Amazon Forest trees.

b- The Amazon basin ecosystem has been protected from threats because of

its isolation.

c- It is one of the world’s greatest conservation challenges because it is no

longer isolated. ( Students will give one or two justifications from the text.)