GRADE 10A: Transport Speculating about the future; apologising

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students read about and discuss traffic related problems and discuss possible scenarios in the future.

UNIT 10A.13 9 hours

Resources
The main resources needed for this unit are: a 510-minute radio or TV recording of a person or people talking about traffic in cities, congestion etc.; a 300500-word text about traffic-related pollution.

Expectations
By the end of the unit, most students will: understand a range of common affixes and roots and use them to guess the meanings of unknown words, and to extend, elaborate on and add precision to meaning; follow and respond to narratives, descriptions, explanations, recounts and commentaries; understand and express future continuous time and talk about the hypothetical present and future; plan and participate in discussions, speak at length, develop ideas, give examples, ask and answer questions from the group; use a variety of language functions appropriately to apologise; read widely for information, searching books and the Internet; understand the purposes and some language features of formal written English and typical language features of information and discussion texts; read and understand discussion texts identifying the purposes, content, typical language and organisational features, and express views based on evidence from the texts; independently plan and compose short formal discussion essays of up to 250 words; use the principal features of common word-processing software to independently plan, compose, edit and present their own writing. Students who progress further will: express future time and talk about the hypothetical present and future using a wide range of tenses, modals and time phrases. Students who make slower progress will: express future tenses and talk about the hypothetical present and future using mostly first and second conditional, modals and future simple.

Key structures and functions

Discussing possible scenarios in the present and future: If traffic continues to increase, the roads will become unusable. Unless the government tackles the problem now, London will reach total gridlock by 2010. Expressing obligation: The government ought to improve public transport. Apologising and responding to apologies: Im really sorry about your book. I shouldnt have let Jim borrow it. Oh, dont worry. Ive already read it anyway. Id like to apologise for missing the meeting.

Vocabulary
Transport: traffic, congestion, rate, speed, blocked, peak, gridlock, traffic jam, rush hour, etc. Energy: hydrogen, nuclear power, solar power, biofuels, etc. Interpreting graphs: increase, decrease, improve, deteriorate, fall, drop, sharp/slight rise, trend, etc.

153 | Qatar English scheme of work | Grade 10A | Unit 10A.13 | Transport

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Standards for the unit

9 hours
3 hours Traffic problems 2 hours Transport of the future 2 hours Our citys future 2 hours Making an apology 10A.4.6 Interact in group, paired and more formal discussion: actively participate, contributing relevant opinions, examples and suggestions to the discussion; show independence by initiating new ideas. 10A.3.6 Understand and respond to hypothetical situations and propositions in the past and the future recognising utterances with: future continuous; future perfect. 10A.5.1 Consolidate the ability to make predictions, describe continuous or long-term actions in the future and contrast with specific actions and future states, using the future continuous, the will future and appropriate time phrases. Extend to talking about finished actions in the future using the future perfect and future perfect continuous: will have done and will have been doing, in positive and negative statements, yes/no and wh-type questions with long and short answers and appropriate time phrases. 11A.5.1 10A.4.6 10A.2.3 10A.4.9

Unit 10A.13
CORE STANDARDS Grade 10A standards
10A.2.1 Understand elements of morphology in order to be able to guess the meanings of unknown words. Consolidate knowledge from Grades 6 9 and extend their ability to recognise, investigate, and spell root words with a range of affixes, generate new words and guess the meaning of unknown words from affixes and roots to extend vocabulary and support spelling: Continue to collect and compare and consolidate knowledge of a range of homophones.

SUPPORTING STANDARDS including Grade 9 standards

Use meta-language to talk about learning English: understand and use key concepts of language.

EXTENSION STANDARDS including Grade 11A standards

10A.3.3. Understand and respond to recounts, commentaries and nonchronological information texts on familiar and unfamiliar topics: understand gist and detail; relay main points and detail in appropriate sequence to a third party; generalise and link to knowledge from other sources; transfer information to other contexts. Show awareness of other participants through: asking follow-up questions.

Consolidate the ability to talk about situations and events in the future, fixed, planned, spontaneous, predictable, probable or possible, using the full range of present and future tenses and time phrases as appropriate.

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9 hours
9.5.5

SUPPORTING STANDARDS including Grade 9 standards

Discuss possible scenarios in the present and the future, based on hypothesis and supposition, using first and second conditionals with if, unless, could and might. 10A.5.3

CORE STANDARDS Grade 10A standards

Discuss possible scenarios in the past, present and future, based on hypothesis and supposition: Use conditional and hypothetical language including: first, second and third conditionals; modals will, can, could, may, might, be able to, and their negative forms; connectives if, when, unless, provided (that),otherwise, suppose/supposing. 11A.5.2

EXTENSION STANDARDS including Grade 11A standards

Consolidate and extend ability to describe possible choices, courses of action, in the past, present or future; and weigh up options and consequences. Use hypothetical language with conditionals and appropriate modals and connectives.

10A.5.7

Prepare and present a description of a process of several steps that is related to study in other subjects, using the passive voice.

10A.5.9

Prepare and make to an audience a five-minute presentation on a topic that interests and informs: organise the presentation and use appropriate language features to introduce, develop ideas, give examples and conclude; use presentation skills speak with few hesitations from notes, use visuals, be aware of the audience through eye contact, body language and voice projection; handle questions from the audience.

11A.5.7

Prepare and make to an audience a 10-minute presentation on a topic that interests and informs: present arguments for and against in a balanced way, supported with evidence and examples; handle anticipated and unexpected questions from the audience and, where appropriate, maintain a dialogue with them.

10A.5.12 Apologise using a variety of polite phrases (and link to expressions which take gerund or infinitive), with intensifiers really, truly, so. Accept apologies. 10A.5.16 Use ought for obligation and negative of need and have to to express absence of obligation. 10A.6.4 Search the Internet for information related to a text, infer information from evidence in the text, read, understand and respond to written arguments. Collate by downloading, cutting, pasting etc. to form a coherent whole. Use common word-processing software such as Microsoft Word to plan, compose, edit and present own writing

10A.8.6

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9 hours
10A.7.7

SUPPORTING STANDARDS including Grade 9 standards

Read and understand a variety of persuasive texts presenting and arguing for a particular point of view: identify typical contexts where persuasion would be used; understand how persuasive arguments are typically organised 10A.9.3

CORE STANDARDS Grade 10A standards

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a plan in the form of notes, a summary, a flow-chart, concept map etc. showing the main elements and the connections between them, as a basis for writing; synthesise information from two written sources; extend ability from Grade 9 to select vocabulary and typical language to suit the purpose including a range of connectives for addition, contrast, reason, purpose, result, condition, concession; enhance precision of writing through using a wide range of quantifying words and expressions; use ICT to organise and present the text attractively. 10A.9.6 Write email in an effective and coherent manner following the typical conventions of the genre: be concise and to the point with sentences containing a maximum of 1520 words; use accurate spelling, and appropriate grammar and punctuation by using and checking the solutions presented in a spelling and grammar checker; include the message thread by clicking Reply, instead of New Mail; reading the email before sending it. 11A.9.3

EXTENSION STANDARDS including Grade 11A standards

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a plan in the form of notes, a summary, a flow-chart, concept map etc. showing the main elements and the connections between them, as a basis for writing.

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Activities
Objectives
3 hours Traffic problems Students are able to: understand and use key concepts of language; collect and compare a range of homophones and consolidate knowledge of these; understand and respond to recounts, commentaries and non-chronological information texts on familiar and unfamiliar topics; show awareness of other participants through asking follow-up questions; discuss possible scenarios in the present and the future; compose information texts which present information based on personal knowledge.

Unit 10A.13
Possible teaching activities
Introduce the topic. Write the word transport on the board. Ask students to identify the prefix and the root. Elicit related words (e.g. transportation). In groups of three, students have two minutes to make a list of all the words they know with the prefix trans- and the root -port. Students listen to a recording on an issue related to traffic. Guide their listening by asking prelistening questions or setting a task (e.g. filling in a chart, making notes under headings, identifying arguments for and against the congestion charge). Students compare their outcomes in groups, discuss the points that they dont understand and then ask questions about these of the whole class. Highlight descriptions of future scenarios in the text (e.g. if/unless + will/could/may/ might etc.). and expressions of obligation and absence of obligation (e.g. ought to/neednt/dont have to). Students identify and practise the structures. Students role-play a situation arising from the text (e.g. an interview with the Mayor of London and a commuter who drives daily into central London). Encourage use of future forms and expressions of obligation and lack of obligation, such as: If traffic continues to increase, the roads will become unusable. Unless we reduce the number of cars on the road, pollution will become a major problem. People dont have to use their cars. They should use the public transport system. The government ought to improve the public transport system. Allow students time to prepare their roles. Encourage interviewers to listen carefully to responses and ask relevant follow-up questions. Monitor and make notes of common errors. Deal with these in a whole-class situation after the role-play. Students read the text. Guide their reading by asking pre-reading questions, providing a chart to fill in, or headings for making notes. Students compare their outcomes in groups, discuss points which they dont understand and then ask questions about these of the whole class. Ask the students to interpret the illustration. Depending on the kind of graph it is and what it shows, put some phrases on the board to help them with relevant language, for example: Cars/trucks make up (50% of road traffic). Road traffic is increasing by (10% per year). Pollution from road traffic makes up or constitutes ( 25% of all environmental pollution). By 2025, air pollution from traffic will be (acute). Congestion is greatest at (peak hours). Introduce vocabulary for interpreting graphs (e.g. increase, decrease, steadily, sharply, remain constant, fall). Find a 300500-word text about trafficrelated pollution. If possible, the text should include an illustration such as a chart or table, bar graph, pie chart, line graph, etc. Find a 510-minute radio or TV recording of a person or people talking about the problem of traffic congestion in cities (e.g. a discussion about the introduction of a congestion charge in central London or other city, or measures being taken to contain the situation in other major cities around the world).

Notes

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

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Objectives

Possible teaching activities

Encourage debate about the content of the text. Encourage students to describe any risks mentioned in the text, using if/unless sentences (as above). Ask them to express opinions about solutions, using should/ought to, and to discuss future scenarios using first and second condition, and modals. In small groups, students discuss the traffic situation in Doha. They make notes in two columns: Problems and Possible solutions. Discuss the outline of the essay: introduce the topic; describe the problem; offer some solutions; conclude. Revise typical language features of discussion essays and practise as necessary. Students individually draft an essay. Identify homophones in the text, for example: allowed/aloud, week/weak, road/rode, etc. Divide the class into two teams. Give out a list of sentences in which the wrong spelling of a word has been used for the context, for example: Your knot aloud to park in this street during the rush our. Students read the sentences and circle all the incorrect spellings. Teams get a point for correctly identifying the number of mistakes in the sentence and another point for correctly explaining the meaning of each incorrect word, for example: There are three mistakes in this sentence. Your, spelt y-o-u-r, is a possessive adjective. In this sentence youre is a contraction of the pronoun you and the verb are and should be spelt y-o-u-apostrophe-r-e. Aloud, spelt a-l-o-u-d, is an adverb meaning to say something in a voice that other people can hear. In this sentence allowed means having permission to do something and should be spelt a-l-lo-w-e-d. Our, spelt o-u-r is a possessive adjective. In this sentence hour is a noun describing a unit of time and should be spelt h-o-u-r. The team with the most points is the winner.

Notes

School resources

Students should plan, draft, edit and present their written work using ICT. Remind students to use tools such as the grammar and spelling checker to check grammar, spelling and punctuation.

Homophones are words with common pronunciations but different spellings. This activity forces students to use metalanguage.

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Objectives
2 hours Transport of the future Students are able to: make predictions, describe continuous or long-term actions in the future and contrast with one-off actions and future states, using the future continuous, the will future and appropriate time phrases; plan and participate in paired and group discussions on topics that interest and inform.

Possible teaching activities

Present a series of statements about transport in Qatar in the future. Ask students to read the statements quickly and identify and explain the use of tenses and time phrases. Students read the statements individually and demonstrate agreement on a scale of 1 to 5 where 1 means I agree strongly and 5 means I disagree strongly, for example:

Notes

School resources

By 2050 Air pollution in Doha will have reached unacceptable levels. Cars will be smaller and more fuel efficient. Solar power will be supplying most of the worlds energy. People will be living in space colonies. People will spend their holidays in space. Etc.

Students form groups of 34 and discuss their responses to the statements, giving reasons for their opinions. Monitor for correct use of future forms. Make notes of common errors and deal with them in a whole-class situation after the group work activity. In groups, students prepare research questions fore a brief presentation on a future form of transport (e.g. solar-powered cars, hydrogen-powered cars, electric cars and nuclear-powered cars). They should include a simple description of how the car works. Students conduct an internet search for information and visuals to support their presentation. In their groups, students plan their presentation and rehearse. Students make their presentations. After the presentations, students discuss which form of transport they think is most likely to become a reality in the future or which would be most suitable for Qatar. Revise organisational features and typical language for presentations as necessary.

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I disagree strongly 5

I agree strongly

I disagree

I agree

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Objectives
2 hours Our citys future Students are able to: organise a presentation and use appropriate language features to introduce, develop ideas, give examples and conclude; use presentation skills speak with few hesitations from notes, use visuals, be aware of the audience through eye contact, body language and voice projection; handle questions from the audience. 2 hours Making an apology Students are able to: apologise using a variety of polite phrases (and link to expressions which take gerund or infinitive), with intensifiers really, truly, so; accept apologies.

Possible teaching activities

Set up a simulation, for example: Students live in Bay City, a growing city facing many issues: congestion is increasing, population is increasing, car ownership is increasing and pollution is increasing. The city authorities have developed three future transport scenarios: People City a city were commercial centres and local streets would be more attractive places and safer for pedestrians and cyclists; Public Transport City public transport is the priority; it is made more efficient, attractive and reliable; Car city a city which aims to make car travel as convenient, fast and as safe as possible. Divide students into three groups. Each group makes plans for one of the scenarios. Students prepare and rehearse their presentation. They present their plans at a public meeting and attempt to convince the public that their plans are best for the future of the city.

Notes

School resources

Students listen to 56 examples of people apologising. They place the apologies on a scale of 1 to 5 to indicate how serious they think the problem is and identify the relationship between the speakers. Students identify features of the apologies. These should include: use of intonation to indicate politeness; use of stress and intensifiers to give emphasis; suitable vocabulary;, length of the apology (more serious situations require more words to apologise). Write examples on the board and mark stress and intonation. Point out that language used depends both on the relationship between the speakers and the seriousness of the situation. Highlight the importance of giving a reason in making the apology more polite. Use the opportunity to revise criticism of past actions, for example: Im sorry Im late. I ran out of petrol. Its really careless of me. I should have filled up the tank last night. Im really sorry about your book. I shouldnt have let Jim borrow it. Highlight expressions which the gerund and those which take the infinitive, for example: Im sorry for saying that, I didnt mean to hurt you. Id like to apologise for not writing earlier. Highlight collocations with sorry, for example: Im truly/awfully/really sorry.

Apologies should cover a range of situations (formal, informal and friendly) and degrees of seriousness, for example: a student apologising to a teacher for being late; a stranger bumping into someone in a supermarket and knocking something out of their hand; a son apologising for damaging his mothers new car; apologising to a friend for losing their book. apologising to a librarian for losing a library book.

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Objectives

Possible teaching activities

Students listen again and identify responses to apologies. Students work in pairs. Give each pair a card that describes a situation in which one person is making an apology to another. Students discuss the situation and prepare a role-play. Students act out their role-plays in front of the class who watch and try to determine the relationship between the two speakers (e.g. friends/work colleagues/complete strangers/boss and employee). Students discuss appropriateness of the language, use of stress and intonation, response, etc. Present and analyse a selection of emails and letters containing apologies; they read the texts and identify the purpose and level of formality. They infer the relationship between the writer and the recipient. They analyse typical organisational and language features. Present the students with a situation and have them write a letter or email in response.

Notes

School resources

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Assessment
Examples of assessment tasks and questions
Listening Students listen to a text about traffic-related problems and demonstrate comprehension by answering multiple-choice questions or responding to true/false questions. Students work in groups of 34 and discuss a future scenario. Students read a gapped text of approximately 300 words about a traffic-related problem and fill in the missing words. Students write two or more paragraphs to describe traffic problems in Doha and offer some solutions.

Unit 10A.13
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Speaking carries approximately 30% of the assessment weighting for this grade. Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.

School resources

Speaking Reading

Writing

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