Unit two

MAKE PEACE
The unit’s content
I- Discovering language.
a- Grammar.
1- Can/ could
2- Verb idioms: was, were/ will be able to/........
3- Must/ have to / need to/ mustn’t /............
4- Should, shouldn’t have+ past participle of the verb.
b- Pronunciation.
1- Intonation in requests.
c- Vocabulary .
1- Vocabulary related to peace.
2- Making a word chart using abbreviations.
II- Developing skills.
a- Functions.
1- Expressing ability and possibility.
2- Expressing obligation and absence of obligation.
3- Expressing appreciation.
b- Skills .
1- Listening for general information.
2- Listening for specific information.
3- Discussing style.
4- Writing a public address.
5- Writing a contact.
6- Writing a poem.

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 Unit two
The project outline
Project outcome:

Writing a statement achievement.

Nobel Peace Prize winners

For extra information see page 132

Unit two
MAKE PEACE
 The general objective.

By the end of the unit, students will be able to write

about a Nobel Peace Prize winner. The statement of
achievement should include all the language points and
skills that were learnt in this unit.

Think
it over
 The aim of this rubric is to introduce the students to the topic of this unit through
the pictures and the symbols on page 37 . The teacher can ask the following
questions: What does the picture on the left-hand corner represent or show? Where
is it situated? What about the symbols? What do they represent?.......

Warm up:
Aim: To introduce the topic.
Here are some questions asked to the pupils to introduce the topic.
SPEAKING QUESTIONS:
Do you like wars? Why / why not?
Does your country have an army?
Is the military service compulsory in your country?
Have you ever lived in a country at conflict?
Which army would you join if you had to? Would you like to become a soldier? Why
/why not?
Would you fight for another country than your own?
Has anyone in your family ever fought in a war? Who?
Do you think conflicts and wars can be avoided? How?

The pupils’ answers may differ depending on their cultural background.

Before reading.
Aim : To identify the blue helmets volunteers and their role.
Key :
1. They are called "the blue helmets" or the "UN" peacekeeping troops.
2. They are working for the United Nations Organization.
3. They are from Algeria.
4. The buildings are destroyed because of the war.
5. The soldiers' chief duty is to re-establish/ restore peace back to this area.
6. Yes, I do. Because living in peace is a necessity. Or; No, I don't like to be one of
them. Because it is a very hard job, etc.

As you read.
Read the text carefully then do the activities.
Text (p38).

Activity 01: Read the text then match each paragraph with its corresponding idea.

a- The UN member states and their role Paragraph

in the security council. 1
b- The UN agencies fight poverty and Paragraph
killer diseases. 2
c- The League of Nations could not Paragraph
resolve conflicts between different 3
countries.
Key: a→ §2 , b → §3 , c → §1

Activity 02: Say whether the following statements are true or false.
a- The role of the League of Nations was to resolve conflicts around the world.
b- The League of Nations was able to prevent WWII.
 c- The UN task force is constituted of soldiers from the member states.
d- FAO, WHO, UNICEF and other UN agencies cooperate to resolve political
problems.
Key: a- True , b- False , c- True , d- False.

Activity 03: Answer the questions according to the text.

a- What made Man think about preservation of human life?
b- Which body of the UN can settle disputes?
c- What is the role of the UN agencies?
d- What title would you give to the text? Discuss
Key:
a-The horrors of modern warfare that made Man think about the preservation of
human life.
a- The UN security council is the body of the UN which can settle disputes.
b- Their role is to preserve our life from killer diseases ,reduce poverty in the world
and eradicate some killer diseases.
c- The title is : The United Nations Organization.
Activity 04: What or who do the following words refer to in the text?
Aim: To enable the learners to infer some words from the context.
It → …… it→ …… They → ……
Key:
It (§1) → the League of Nations , It → the UN security council, They → UN agencies

After reading.
Grammar.
Aim: to revise modals and idiom verbs.
Taskp39: Read the sentences below and answer the questions.
a- Any member state can refer its disputes to the United Nations.
b- The League of Nations was able to resolve some conflicts but couldn’t oppose
the rise of totalitarianism.
c- So far they have been able to stop killer diseases.
Key:
a- “Can” expresses ability. Example: I can ride a bicycle.
b- The past form of can is could . Example: Last year, she couldn’t swim at all.
c- Its irregular form is was/ were able to.
d- We use was/ were able to when we refer to something exceptional that happened
on a particular occasion in the past. Example: Although the activity was so
difficult, we were able to do it.
e- The present perfect form is has/ have been able to. Example: Mary hasn’t been
able to drive since the accident.
f- The future form of can is will be able to. Example: She will be able to buy
that car soon.

g- We can replace was/ were able to by managed to which indicates a successful

completion of an action.
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Practice.

Activity 01 p40: Fill in the gaps using can, could , couldn’t, has / have
been able to,…..
Aim: To practise the use of “can” and its forms in the present, past, future and the
present perfect tenses.
Key:
a- The League of Nations couldn’t impose economic sanctions on warlike
nations.
b- Germany will be able to join the Security Council soon because it is the third
economic power in the world.
c- The UN general assembly can only make recommendations to the Security
Council. It cannot make decisions.
d- The United Nations Organization has not been able to create a permanent
military force yet.
e- The UNESCO was able to launch its Peace Programme only after the end of
the Cold War.
Activity 02 p40: Match sentences in column “a” with their functions in
column “b”.
Aim: To identify the different functions that “can” can express.
Key:
1- Can you hear what he is saying? → b- ability.
2- We could build a culture of peace by being more tolerant.→ c- possibility.
3- Contrary to what some people think, women could be tall and strong→ f-
remote possibility.
4- “I’ ve hurt her feelings. What should I do?”
“Well, you could apologize to her.” → d- suggestion.
5- I wonder if you could come here and talk it over. → e- request.
6- At the age of 17, you can take your driving licence with your parent’s
consent, but you cannot vote. → h- permission.
Explanation including additional examples.
We use 'can' to talk about 'ability'.
• I can speak French.
• I can't drive.
We use 'can' to ask for and give permission. (We also use 'may' for this
but is more formal and much less common.)
• Can I speak to you or are you too busy?
• You can use my phone.
• You can't come in.
We use 'can' in offers, requests and instructions.
• Can I help?
• Can you give me a hand?
• When you finish that, you can take out the garbage.
'Could' is used to make polite requests. We can also use 'can' for these but
'could' is more polite.
• Could you help me, please?
• Could you lend me some money?
• Could I have a lift?

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'Could' is used to talk about theoretical possibility and is similar in
meaning to 'might'.
• It could rain later. Take an umbrella.
• He could be there by now.
• Could he be any happier?

Write it right.
Write a poem to enter a UNISCO poetry competition against prejudice. Complete the
blanks denouncing prejudices ( generally false opinions about others)

The teacher should explain te word “prejudice” to the pupils and then discuss with
them the types of racial prejudice that exist in our society.
The teacher helps her pupils to give examples of racial prejudice from the reality.

Down with prejudices

Do you think a woman can be tall and strong?
Do you think she can be pretty and strong?
Do you think she can be a good mother and a famous football player?

Do you think a man can be small and pretty?

Do you think he can be kind and sensible and still a man?
Do you think young people can be young and wise?
Do you think they can be skilful and self confident?
Do you think elderly people can be understanding and cool?
If you do so, the you deserve to be a strange person.

SAY IT LOUD AND CLEAR

The teacher should start with a revision about intonation and its uses.
Activity 01: Listen to your teacher and mark the intonation at the end of the
underlined sentences with an arrow (↗ or ↘).
An interview with Mohamed El-Baradai, the Head of the International Agency for
Atomic Energy.
Aim: To revise intonation in modals and requests.
Key:
Journalist: …..Could you spare a few minutes please?
El-Baradai: Certainly.
Journalist: ………How do you feel about it?
El-Baradai: …..
Journalist: Would you mind saying in what sense?
El-Baradai: Not at all……………
Jounalist: May I ask you another question?
Journalist: I wonder if you could tell me something about the chances of peace for the
next decade?
El-Baradai:…….
Journalist: Will you please give me some examples?
The teacher explains to the pupils that intonation goes up in polite request and
down in replies such as certainly and of course.

Working with words

Home work

Activity 01p43.
Make an abbreviation chart. An example is given to you.
Aim: To enrich the pupils ‘ lexical memories with some abbreviations
and their use when referring to “UN” organizations and agencies,
countries, TV or radio channels,….
Key:

Abbreviation Full form Description

UNWRA United Nation Relief and he UNWRA is the U.N

Works Agency organization which brings
relief to people in need.
ABC Agency Broadcasting
Company
A-bomb Atomic bomb Abomb which derives its
detructive power from the
rapid release of energy by
fission of heavy atomic
nuclear.
AID Agency for International
Development
BBC British Broadcasting
corpoperation
CIA Central Intelligence Agency
CNN Cable News Net work
FBI Federal Bureau of
Investigation
FIFA Federation Internationale de
Football Association
GB Great Britain
MBC Middle East Broadcasting
Company
NATO North Atlantic Treaty
Organization
NBA National Basketball
Association
OPEC Organization of Petrolem
Exporting Countries
Ph. D
PTA Parent Teacher Association
UK United Kingdom

Listening and speaking.

 The teacher shows the picture of Martin Luther King to the pupils and introduces the
topic .She talks about him as a man of peace who made huge efforts to end racial
discrimination in non- violent way.
The teacher reads the listening passage and asks the pupils to do the activities.

The passage:
( modified)
The listening passage.

Martin Luther King, Jr was born on January 15th, 1929. He was one of the most
famous leaders of the African American Civil Rights Movement.
He made huge efforts to end racial discrimination using non violent means .
King’s efforts led to the 1963 March on Washington where King delivered his famous
speech “ I Have A Dream”. In 1963, King became the youngest person to receive the
Nobel Peace Prize for his work to stop racial segregation . He was assassinated on the
04th of April , 1968.

Activity 01: Listen to the passage then tick ( √) the ideas expressed in the
text.
a- Who Martin Luther King was.
b- King was a peaceful person.
c- Black Americans couldn’t vote.
d- King won the Nobel Peace Prize.
Key:
a- √ , b- √ ,c- ,d- √ .
Activity 02: Listen again to the text then complete the following
sentences.
a- Martin Luther King was born ...............................
b- King’s efforts led to ...............................................
c- He was .................................................................
d- In 1964, King received...........................................
e- He made efforts to...............................................
Key:
a- King was born on January 15th , 1929.
b- King’s efforts led to the 1963March on Washington.
c- He was the most famous leader of the Civil Right Movement.

Your Turn

GRAMMAR: Expressing obligation, deduction, absence of obligation.

1. What do these signs mean? Fill in the gaps with mustn’t or have to .

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1. You_______smoke here. 2. You _____wear a helmet here. 3. You___use your mobile
phone

4. You____turn right. 5. You____ turn right. 6.You ___park here.

2. Complete the sentences with must / mustn’t or have to / don’t have to.
a. You__________________________ shout. I’m not deaf!
b. My mumsays I can’t go out right now. I __________________________ do my
homeworkfirst.
c. If you go to Paris, you simply_____________________________ go to a little
restaurant named Chez Luiz.
e. You __________________________ play withfire.
f. Thegreatest thing about living alone is that I
_____________________________listen to my parents anymore.
g. Tomcan’t stay late. He ___________________________ get up at 5:00 tomorrow.
h. Thechildren ______________________________ finish their dinner before they
canwatch tv.
i. You______________________________ run around the swimming pool.

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Deduction or Obligation
Activity2 p46
Aim : To make the difference between deduction and obligation .

You: you’ve arrived late again

Your partner: Sorry, the bus broke down and I had to come on foot

You: She hasn’t said a kind word to us since this morning.

Your partner: She must be angry with us.

You: Don’t panic you can’t be late for the exam. It doesn’t start till 10:15
Your partner: Right, then. I’ll take my time.

Explanation including other examples:

- We use “had to” to express obligation in the past

- We use “must” to express obligation in the present

eg: We must learn to respect each other.

- We use “must be” to express positive deduction

eg: a/ Leila is absent

b/ she must be ill

- We use”can’t be” to express negative deduction.

Write it up:
Act 1 p46

Aim: To reinforce the nations of Expressing obligation / lake of obligation and

prohibition
Key:
- We have to tolerate differences. → obligation
- We ought to keep cool.→ obligation
- We mustn’t impose ourselves on others.→prohibition
- We don’t need to always agree with each other. → absence of obligation
- We don’t have to be violent.→ absence of obligation

Activity 3 p47

Aim: make the difference between duties and rights:

Key:

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 Rights Duties

Express opinions_ met together to Work hard _ respect opinion of others

exchange ideas free education_ good _ tolerate differences_ respect the
working condition_ right of others_ promote a culture of
Heath care_ information peace_ cooperate to solve problems

Class Charter
We, the undersigned, after class discussion and referendum, have agreed on the
following:
Article one: Rights
A. Students have the right to free education.
B. Students have the right to get heath care and express opinions.
C. They also have the right to meet together and express views.
D. The School authorities must offer good working conditions.
E. The School authorities mustn’t discriminate among pupils / students.
F. The parent – teacher Association has the rights to meet together to exchange
ideas.
G. The association has to help the pupils with their advice and care.

Article two: Duties

A. We have the duty to work hard.
B. We must respect the opinions / rights of others.
C. We shall cooperate to solve problems.
D. We have the duty to promote a culture of peace.
E. We mustn’t be the cause of the school disorder.
F. We must keep our school clean and safe.
G. We mustn’t behave violently in school.

The present charter shall come into the force and vigor as soon as it is deposited
with the headmaster.

Date: Day, month, year Signatures

Reading and Writing

Activity 1 p48
Aim: To introduce the topic “Racism”.

a- The picture represents a slave ship.

b- I think that the ship is in Africa, and it is going to America.
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c- George Washington, first U.S president.
 - July 4th – 1783: Independence Day.
- Abraham Lincoln U.S President: 1861- 1865: American Civil War
- Martin Luther King Jr 1963. One of the Civil Right movement.
- August 1963, March of 200,000 people on Washington DC to demand racial
equality.

Activity 2 : Say whether the following statements are true or false.

a- Black Americans could vote and eat in any restaurant like the white .
b- Martin Luther King was able to fight racism and hatred .
c- He used weapons to combat racism .
d- Martin Luther King’s dream was that black and the white live like sisters and
brothers .
Key:
a→ false b→ true c→ false d→ true

Activity 3 ( activity 2p 48) :Answer the questions according to the text :

Key:

a- Martin Luther King was the man of peace. He was the leader of Civil Rights
Movement. His dream was to make peace and to make an end to the racial
discrimination between the black and the white.
b- He hoped and wished his children to live in a nation where they will not be
judged by the color of their skin but by the content of their character.
c- The clear characteristics of the oratorical style are the repetition of words,
phrases and ideas .This style is used to attract, inform and convince the
audience and to make them feel what the speaker feels.
d- Yes, we appreciated the speech because it is logical and it contains good wishes
and hopes about the black people in the future.

Activity 4: What or who do the following words refer to in the text?

a. Their (§1)→
b. I (§2)→
c. Sisters and brothers (§2)→

Key:
a→ Black Americans b→ Martin Luther King c→ black and white children
Activity 5: Match each word with its definition as they are used in the
newspaper article.
a- Details where a person may be found and where letters may be
sent.

a/ Address

b- Speech or talk to an audience.

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 a- Indicates ability or capacity to do something.

b/ Can

b- Indicates permission.

a- Of the spirit or soul, of religion not of material things.

c/ Spiritual

b/ religious song as sung by Negros in the United States.

Key:

address→ b
can →a
spiritual →b

Write it out

Task p 50
The teacher reminds the pupils how to write a speech using the oratorical style ( this
style has already been explained)to enable them complete the speech on page 50

The speech

Ladies and gentlemen, let me make this point right away: age limits are not fair! I
want to vote, but I can’t do that at the age of sixteen.”I’m sorry, you are too young “ ,
they say. I’m not an adult until I’m nineteen .But when I buy a plane ticket, I have to
pay the full fare. I’m an adult although I’m sixteen.
Ladies and gentlemen, I have a dream that children of my age will be able to have
the best health care.
I have a dream that children of my age will be able to have a private life.
I have a dream that children of my age will have the right to protection in times of
war.
I hope we will be able to express our opinion.
Thank you for your kind attention ladies and gentlemen. Please sign the petition
entitled DOWN WITH AGE LIMITS which is being circulated by my classmates.
God bless you all!

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