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Co-construisez les ressources dont vous avez besoin et partagez votre expertise pédagogique.
Thème 1 : Back to school!
Ch. 1
My school, my rules!
Ch. 2
Your choice, your voice!
Ch. 3
Act and react!
Thème 2 : Around the world!
Ch. 4
A visit to Emerald Isle!
Ch. 5
Highlands Fair Play!
Ch. 6
Let's hit the road!
Ch. 7
The Food Truck Project
Ch. 8
Piki mai, kake mai!
Ch. 9
Dream job: now casting!
Thème 3 : Through time!
Ch. 10
Bucket list
Ch. 11
Pardon my French!
Ch. 12
Be the change!
Ch. 13
Let's swing!
Ch. 14
Ancient wisdom
Ch. 15
I want to break free!
Thème 4 : About stories!
Ch. 16
Arthur, Lady G. & Co.!
Ch. 17
Once upon a time in Bollywood!
Ch. 18
Love to Death!
Ch. 19
Usual suspects!
Ch. 20
Indigenous myths!
Ch. 21
Star-crossed lovers!
Thème 5 : Speak up!
Ch. 22
Think before you post!
Ch. 23
We stand as one
Ch. 24
The World in One City!
Cultural spots
Grammar
Chapter 4
Mission 2
Earth guardians
✔ Réagir et dialoguer : j'échange avec un interlocuteur.
Workbook p. 63
Did you know?
Native Americans in the USA also protect their land. For instance, they recently rallied in North Dakota against the construction of an oil pipeline. In Brazil, Kayapo warriors are trying to preserve their Amazon land. What do you do in your everyday life to protect the planet?
1Protecting the environment
Activities
Le zoom est accessible dans la version Premium.
Crédits : Kat Grant/Shutterstock, underworld/Shutterstock, Vlada Cech/shutterstock
Campaign by the Environment Protection Agency of Guyana.
1. Analyse the logo of EPA Guyana.
2. If you were asked to improve this , what would you do? What would you add or remove?
3. The EPA Guyana's motto is: “The environment is everybody's business”. Imagine two more mottos and for the best one!
2
You can do it
Activities
Le zoom est accessible dans la version Premium.
Group work
What can we, in turn, do?
There would have been no supermarkets because nature would have been our supermarket!
Tip
3
Keepers of the ecosystem
Activities
Le zoom est accessible dans la version Premium.
Crédits :
1. Explain the Makushi's attitude.
2. Report Ms Allicock's statements. Use reported speech.
3. Compare the attitude of rich countries and that of the indigenous people in Guyana.
4. What are the consequences of “our ” attitude? Create a to raise awareness.
Phonology
The /ʃ/ sound
tradition, emission, artificial, special.
connection, social, artificial, generation.
Grammar
Reported speech
Observe: 1. Jean says: “We cut, burn and plant.”
2. Jean says that they cut, burn and plant.
Think: List all the changes between 1° and 2°. Who is the speaker in 1°, in 2°?
Practise: Turn Mr Alicock's quotes (last paragraph) into reported speech.
Hold a debate
Use and hold a debate about what we could have done to avoid climate change and what we can still do.
How far can you go?
A2
I can express what we can do.A2+
I can list regrets about what has never been done.B1
I can debate about what would have happened if...
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