Text for Scotland S1 Teacher Guide
Unit 6 Take action
6 Take action
Answers
1 Finding information
Student Book pages 136–139
Activity 1
1/2
a The name of the campaign (label 2): ”SortIt” gives a clear and simple command about how to recycle. It also means to fix something and this shows that it a problem that needs solved.
b The logo for the campaign (label 1): A collection of circular shapes to suggest many ways to recycle.
c Title: ‘Welcome to Sort It”’ (label 5) encourages the reader to read on.
d Images (label 4): The illustrations reflect and show examples of how to recycle.
e Links to other web pages on the site (label 3) not only allow the user to navigate the website but promote the range of information available.
Activity 2
· What will the weather be like? TV weather forecast or website.
· What’s the best way to get there? A map or internet route planner.
· How much will it cost? Theme park leaflet or website.
· The theme park’s website says the café has been refurbished. What does that mean? Dictionary, either book or website.
Activity 3
1 a Paper and card.
2 a 74%.
b Smoke, ash and dangerous chemicals.
c When rubbish collected from homes is buried in a large hole in the ground.
3 a If a text contains a lot of technical language or jargon, a glossary specific to that subject helps the reader to understand the information being given.
b It is in alphabetical order.
4 a They are in alphabetical order.
5 Look on pages 6, 7, 8–9, 10, 11, 18 or 20, as the index suggests.
6 At the back.
Knowledge about language: Colons and semi-colons
2 a My class recycles paper; sometimes we recycle plastic.
b We recycle in our school; not all schools recycle.
2 Aiming at a target audience
Student Book pages 140–141
Activity 1
A Formal: perhaps from a speech or a similarly formal occasion.
B Informal: perhaps aimed at a younger audience.
C More formal than B, but still informal: aimed at a wide audience.
Activity 2
Scotland Magazine: traditional, aimed at older generation, middling formality.
Shout: aimed at teenage girls; more informal language.
Fish Farmer: specialist magazine aimed at people who work in or own fish farms; more formal language.
Activity 3
1/2 Text A = ‘help you explore your environment…’. Like the rest of the content, the description is aimed at a younger audience and is more informal.
Text B = ‘a forum for the development…’. The language used is far more advanced and aimed at an adult audience with some scientific knowledge, matching the language in the text.
3 Presentation – The use of colour and images in Text A suggest a younger target audience, particularly the cartoon image of the Earth to make the point graphically.
Language – Sentences are much longer and language is more advanced in Text B.
Formal/informal – Text A is more conversational (‘Well, …’) suggesting a more relaxed relationship with the younger reader.
Questions in Text A – They draw the reader in, prompting them to ask the questions which the text will answer.
The links in Text A – These give definitions of the terms used. A younger audience may need support with more technical language needed to explain these ideas.
3 Identifying the main points
Student Book pages 142–143
Activity 1
1 The writer does not have a very high opinion of vegans.
2 Cows producing methane affect climate change more than cars and power stations.
3 EarthSave wants us to stop eating meat and other animal products.
4 The writer does not want to become a vegan. You need to read the whole paragraph to find this.
5 The writer only likes vegetables as an accompaniment to meat.
6 The final, one-word sentence makes the writer’s opinion very clear.
7 a The writer is not taking the problem very seriously.
b The writer does not have a very high opinion of vegans.
Knowledge about language: Prefixes
1 Prepay: to pay for an item or service before actually receiving it.
Prearrange: to make arrangements before the event
Premature: arriving or done before the proper time
Preview: to see before the official viewing
2 re-pay; re-arrange; im-mature; re-view
4 Getting your point across
Student Book pages 144–146
Activity 1
1 To persuade. Possibly also argue and advise.
2 Adults, possibly other politicians or party supporters; perhaps a wider media audience.
3 Alliteration: ‘behaviour of our businesses’.
Direct address: None used, although the use of the first person plural ‘we’ could be said to have a similar effect.
Emotional appeal: ‘the kind of world our children will inherit’.
Emotive language: ‘tough decisions’, ‘challenging behaviour’.
First person plural: ‘We know people are concerned...’.
Pattern of three: ‘It is about local planning decisions, taken by local people, in local town halls.’.
Repetition: ‘Challenging behaviour in the home, challenging the behaviour of our businesses, and challenging the behaviour of governments on the international stage.’
Rhetorical question: ‘What price our planet?’.
Activity 2
The key difference between reading and delivering the speech is the level of engagement with the audience: talking to them, rather than at them.
Knowledge about language: Prepositions
2 For example:
He worked past six o’clock: refers to a period of work
He worked down the road: refers to a job
He worked up an appetite: refers to a level of personal effort
Assessment task: Speaking and Listening: Listening and responding
Fabspend – the way forward
Student Book pages 147–149
1
· Two years
· 2000
· £1,000,000
· Fabspend
· One of: provide a play area for young children in its in-store café; sponsor a tree sapling in the town centre.
2 If the council agrees to let Fabspend build a supermarket it will solve the council’s debt problems.
3 He emphasises how difficult the decision was by saying the council have thought ‘long and hard’; he states directly that it was a difficult decision; he explains that they do not feel comfortable with the decision.
4 He reminds the audience of the majority that voted for them in the election, calling it a vote of confidence.
5 Note-making
Student Book pages 150–151
Activity 1
Paragraph 1 – Method A – keywords, symbols, abbreviation.
Paragraph 2 – Method B – table or bullet points.
Paragraphs 3 and 4 – Method C – spider diagram or mind map.
6 Organising ideas
Student Book pages 152–153
Activity 1
1
Task / Purpose / AudienceA / Argue / Students/school council
B / Argue / Students and parents
Activity 2
1 A–Z; B–Y; C–X although B–X and C–Y are equally arguable.
2 All orders are possible, they just need to be justified.
Knowledge about language: Paragraphs
New paragraph needed:
· Change of time: A hundred years later, in the twentieth century, we began to realise the damage we were doing to our environment.
· Change of subject: Another way in which we can prevent global warming is by recycling.
· Change of place: In America, people were becoming more aware of climate change.
· New speaker: ‘We can all help,’ he replied.
Use of pronouns in the following sentences indicates a new paragraph is not needed; these refer back to a sentence earlier in the paragraph:
· It was the first time that scientists understood how this could have happened.
· However, it happened very quickly.
· It was much more difficult than they had imagined.
7 Developing your argument
Student Book pages 154–155
Activity 1
1 For example:
You’ve got to get up for school in the morning.
Your older brother used to go to bed at this time when he was your age.
You’ll be tired in the morning if you don’t go to bed now.
2 For example:
Half an hour won’t make any difference.
There’s a very educational programme on the television.
All my friends go to bed much later than this.
Activity 2
Paragraph 1: First point in your argument / One way in which we could…Paragraph 2: Second point in your argument / Similarly, we should…
Paragraph 3: Third point in your argument / Furthermore…
Paragraph 4: Counter-argument / It could be argued that…
Explanation of why it is wrong / However…
Activity 3
· Tipping all our trash into landfill sites is appalling [alliteration, emotive language].
· Having the school’s heating up too high is unnecessary, irresponsible and is wrecking our planet for ever. [list of three]
· We should turn off lights when we don’t need them. [first person plural]
· Do you want the school to waste energy and damage the planet? [rhetorical question]
· Being environmentally friendly is good for us, and good for our children. [repetition, emotional appeal]
Knowledge about language: First and third person
1 The first sentence.
2 The second sentence.
3 Either sentence is a feasible answer, depending on where the emphasis is (either on ‘I’ or ‘must’.
4 The second sentence.
5 The second sentence.
Self-evaluation
Instructions should include these stages:
· Make notes
· Be clear on the audience and purpose you are writing for
· Gather points and evidence
· Sequence your points
· Add a counter-argument
· Use connectives to link paragraphs into your argument
· Use rhetorical devices to make your writing more powerful
8 Draft, revise and proofread
Student Book pages 156–158
Activity 4
Possible rewrites:
1 There are other ways Another way in which we could improve our school. We should is to make students more aware of the problems of global warming and how we need to do more to stop it. because A lot of people don’t realise that we can do things to help the environment. and We could do that by getting S1 students to design posters. and We could put them up around the school and maybe have assemblies about it. T to get more people interested.
2 I i think there their is one other thing we should do.
Eevery first year should be given a flower flour bed to
look after. They can grow vegetables vegtubles or flowers.
Ggrowing things makes people more aware of the
environment inviroment and nature. Iit would help us see that
we can change the world and make it a better
place to be.
Line 1: three mistakes
Line 2: two mistakes
Line 3: two mistakes
Line 4: two mistakes
Line 5: two mistakes
Line 6: one mistake
Line 7: no mistakes
3 Yew knead two cheque watt ewe right sew ewe our shore their our know missed aches.
Should be:
You need to check what you write so you are sure there are no mistakes.
Further reading/ideas: Unit 6 Take action
The Unit consists of environmental topics. Some useful sites looking at the environment from a Scottish perspective are listed below. Some of the sites have information of a scientific or technical nature and pupils at this stage may need assistance.
www.sepa.org.uk/ - Scottish Environment Protection Agency Information on Scotland's environment, pollution prevention, regulation and other
environmental initiatives.
scotlandinter.net/environment.htm - A listing of Scottish environmental web sites.
www.scotland.gov.uk/stats/envonline/menu0.asp - Scottish Environmental Statistics Online
News sites:
Newspapers could be used to research subjects of local or topical interest.
www.theherald.co.uk
www.scotsman.com
www.dailyrecord.co.uk
News websites contain not only articles but video clips of news stories. These could be viewed on a PC or an interactive whiteboard if available.
www.bbc.co.uk
www.stv.tv
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Answers