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Making a difference
IN THIS UNIT... rights & responsibilities FAQs about UNICEF words for family relationships present tenses & stative verbs listening to short conversations making a decision writing an email Think about these questions: 1 Should you have the right to own a pet? If you had a pet, what responsibilities would you have? 2 Should you have the right to live in a clean environment? If so, what responsibilities would you have?
Rights & responsibilities
What are ‘rights’? Should people have the right to do anything they want?
KNOW YOUR RIGHTS!
Look at Articles 1 and 2 on your Know Your Rights poster. Explain in your own words what they say.
Thinking about... UNICEF
What does UNICEF do? What do the letters stand for? Now read the text on the next page and see if you were right.
These FAQs are from a website about UNICEF.
What is UNICEF?
UNICEF is the United Nations Children’s Fund. It is one of the largest organisations in the world that works to help children. The people who run UNICEF believe that all young people should: have enough food and clean water be able to go to school be able to see a doctor and get the medicines they need when they are sick grow up in a safe environment. Unfortunately, lots of children around the world don’t have enough to eat or drink. There are millions of youngsters who aren’t getting a good education and who don’t have access to basic health care. Other children suffer because of wars or natural disasters. UNICEF works in more than 150 countries to protect these young people and to improve their lives.
At that time, many countries were struggling to recover from the Second World War. Disease and food shortages threatened millions of people, and children were particularly at risk. UNICEF immediately began providing food, medicines and vaccinations for children in Europe, China and the Middle East. In 1953, UNICEF became a permanent part of the United Nations. They shortened the organisation’s name to the ‘United Nations Children’s Fund’, but they decided to keep the ‘UNICEF’ acronym because lots of people knew this name and were familiar with the good work that the organisation was doing.
What is the ‘Convention on the Rights of the Child’?
The Convention on the Rights of the Child is an international law which the United Nations brought in in 1989. The Convention includes a list of rights which all the children in the world should have (the right to basic health care, for example). The Convention says that governments and organisations that work with children have to try to protect these rights for all children. It doesn’t matter where they are from, what colour their skin is, whether they are boys or girls, or what their religion is. UNICEF’s main goal is to protect and promote the children’s rights that are included in this Convention.
How does UNICEF help children?
Every year, governments, companies and individuals donate money to UNICEF. It uses these funds to provide food, medicines, clothes and blankets for people in need. It builds schools and hospitals, and supports other educational and medical programmes for young people and their parents. UNICEF also gives emergency help to young people after disasters such as earthquakes and floods. Another major part of UNICEF’s work is to try to persuade everyone to respect children’s rights. UNICEF organises campaigns to teach people about these rights and to show why they are so important.
Explain in your own words what UNICEF does. What do you think is the most important part of the work UNICEF does?
When did UNICEF start?
The United Nations set up the ‘United Nations International Children’s Emergency Fund’ in 1946.
Write T for true or F for false.
Do you want to find out more about UNICEF? Go to www.unicef.org
1 UNICEF believes that there are some things 2 3 4
that every child in the world should be able to do. T UNICEF only works in countries affected by wars or natural disasters. F UNICEF sometimes helps adults as well as children. T The UN set up UNICEF to help hungry and sick children after a war. T
5 Before 1953, UNICEF mostly helped adults. F 6 The name ‘UNICEF’ was first used in 1953. F 7 The Convention on the Rights of the Child lists 8
children’s rights and says how they should be protected. T Boys have more rights than girls in the Convention on the Rights of the Child. F
Choose a, b or c.
Answer the open questions.
1 What does the first section of the text tell us
about UNICEF? a Only young people can work for UNICEF. b UNICEF wants all children to get an education. c Most of the children UNICEF helps have been hurt in a war or natural disaster. How does UNICEF raise the money to pay for the work it does? a It makes money from schools and hospitals that it runs. b It sells food and medicines to people who don’t have any. c Governments, groups and ordinary people give money to UNICEF. UNICEF was started a before World War . b during World War . c after World War . In 1953, the organisation decided to keep the name UNICEF because a lots of people had heard of UNICEF and knew about what they did. b they didn’t like the new name that the UN wanted to give them. c they thought it was important to have a short name. The main aim of this text is to a show how UNICEF raises money. b give people information about UNICEF. c explain to children what their rights are.
1 Explain in your own words the children’s
problems that UNICEF wants to solve.
2 How does UNICEF help sick children? 3 What kind of help might people need after a
4 When UNICEF first started, what type of work
did it do?
5 What other ‘Frequently Asked Questions’
might you find on this website?
6 Would you like to work for UNICEF?
Look at the UNICEF logo on the opposite page. What are the three main symbols in it?
For any tasks where the answers are not overprinted, please see the Teacher’s Guide. 7 7
Choose a or b. All the words in bold are from the text.
1 If you run something, you . a manage it b do it quickly 2 If you improve something, you . a make it better b make it worse 3 If you’ve got a lot of funds, you’ve got
. a lot of a hobbies b money 4 If there is a shortage of something, . a there’s too much of it b there isn’t enough of it 5 If something is permanent, it might last a for only a day b for ever
1 individuals 2 medicine 3 blanket 4 earthquake 5 FAQs
e b d a
a answers b bed c people d flood e doctor
Which two words are types of natural disaster?
1 Are you familiar in/with this writer’s books? 2 There were thousands of/from people at the
concert. 3 I’m not very good at sports such for/as football and basketball. 4 We should do more to help children who are in/at risk. 5 Can you make a list of/with things we need to get at the shops? 6 This organisation helps people in/at need all around the world. 7 I use my computer for lots of things, as/for example: sending emails and surfing the web. 8 Everyone should have access with/to clean drinking water. This is a wheelchair access sign. “Access” is in the reading text. What does it mean?
Change the word in capitals into a noun using the suffix –ation. organisation ORGANISE EDUCATE IMAGINE EXPLAIN COMMUNICATE INFORM OPERATE DEMONSTRATE
an international a good an active a simple open useful
education imagination explanation
communication information operation demonstration
a life-saving a peaceful
* The first two words are in the reading text. Can
you make sentences using the other words?
Match the phrasal verbs (1-6) with their meanings (a-f). e
c a b f d
EXPAND YOUR VOCABULARY
Fill each gap with an item from the list.
1 bring up 2 get on 3 grow up 4 look after 5 set up 6 take after
you get older
nuclear family single parent guardian only child
extended family pocket money role model sibling
a change from being a child into an adult as b take care of a person, animal or thing,
and make sure they are safe and have everything they need
2 3 4 5 6 7 8
c like somebody and be friendly with them d look or act like one of your older relatives e take care of a child until he/she is an adult f start (a company, organisation, etc)
Which two of these phrasal verbs are in the reading text?
grow up set up
is someone who guardian is responsible for taking care of somebody (especially a child) who can’t take care of himself/herself. A(n) is someone who single parent takes care of his/her child (or children) without a husband, wife or partner. A(n) extended family includes parents, children, uncles, aunts and grandparents. nuclear family A(n) is the mother, father, and child (or children). Your is your brother or sibling sister. only child A(n) hasn’t got any brothers or sisters. Parents often give their children so that they can buy pocket money things for themselves. role model A(n) is someone that people admire and try to copy.
Now complete each sentence with one of the phrasal verbs (1-6). There is one extra phrasal verb that you don’t need to use.
1 Maria is moving back to Spain because she 2 3 4 5
her children wants to bring up there. look after Can you my dog when I’m on holiday? set up Katie says she is going to her own business when she leaves school. I my uncle Charlie. We take after both have blond hair and blue eyes. get on I really well with Sarah. We always have lots of fun when we’re together.
For a full explanation of the grammar in this unit, see the Grammar Appendix.
PRESENT SIMPLE/PRESENT CONTINUOUS
Identify the tense of the verbs (Present Simple or Present Continuous). Then match sentences 1-6 to the functions (a-f). using my mobile! f
BE USED TO/GET USED TO
Read the paragraph below, then underline the correct option to complete the statements that follow.
1 Clara is always 2 Mr Black is
taking our home economics class this week.
b general truth c giving
Sally and her father are long-distance lorry drivers. Sally’s father has been driving for thirty years, so he is used to driving in all types of weather. Sally has been driving for two years, so she is getting used to driving in different weather conditions too.
3 Whales are not fish. 4 You then add the
milk and the sugar.
b c a e
action or situation
for the near future
We use be used to/get used to to show that someone is starting to find that something is no longer unusual or difficult. We use be used to/get used to to show that something is not at all unusual or difficult for someone.
5 I check my emails
6 Sharon is coming
to see us at the weekend.
f annoying or
THERE IS/THERE ARE – IT IS/THEY ARE
Fill each gap with an item from the list.
There is He is
Read the paragraph below. Think about whether each verb in bold describes a state or an action.
a new student in our class. a little shy. some There are They are interesting to new teachers too. talk to. Complete each sentence with two of the items from the list.
there is We use and there are to introduce people or things for the first time. he is We use it is / she is / and they are to refer to people or things again.
I understand how you feel. You want to use the car which belongs to Freda. I’m sure you realise that she hates to let other people use it. She’s not being mean. Cars cost a lot of money. I know how expensive they are because I am thinking of buying one myself. Fill each gap with one of the words from the list to complete the statements.
continuous simple state
Ask and answer questions with a partner. Ask what they do on Saturdays, what they are doing on Sunday, what they are used to doing, and what they are getting used to doing.
We normally use stative verbs in the present and rarely use them in the simple present continuous . When we do use them in the continuous tense, there is a change in meaning because we are describing a(n) , not a(n) . action state
Use the words in brackets to complete the sentences in the correct present tense.
Complete the second sentence so that it means the same as the first. Use 1-3 words.*
tastes 1 This cake (taste) delicious! is washing 2 Jan (wash) her hair at the moment. are always losing 3 The twins (always/ lose) their pens! seldom visit 4 We (seldom/visit) our uncle. clean 5 I (clean) my room once a week. is becoming 6 Danny (become) better and better at playing the guitar.
1 There’s a problem with my laptop which
is really annoying me. There’s a problem with my laptop. It’s really annoying me. 2 Jack is talking to Penny just now. at the Jack is talking to Penny moment. 3 We clean the windows on Sundays. We clean the windows every Sunday. 4 Isn’t he aware of how much noise he makes? Doesn’t he know how much noise he makes? 5 Jim will soon be used to speaking in French. Jim is getting used to speaking in French. 6 You seldom go to the cinema. hardly You ever go to the cinema.
Fill each gap with the correct form of the stative verb given (Present Simple or Continuous).
1 think think a We that Ian took your ticket. is thinking b She of looking for another job. 2 have has a Craig a new bike. are having b The kids lunch at the moment. 3 weigh is weighing a Katie the sugar to see if we’ve got enough to make a cake. weighs b My dog ten kilos. 4 see see a I’m sure they that you are right. are seeing b We Jean later today. 5 taste a Jasmine her coffee to is tasting see if it needs more sugar. tastes b This ice cream quite unusual! 6 be is being a Their son naughty this morning! are b They very kind people.
* Remember that contractions (it’s, doesn’t, etc)
count as two words.
Write two short responses to each statement, using the word in brackets. I do too.
1 “I really like Karen!” (I) So do I. “ ”/“
” ” ” ” ” ”
2 “They’re not having fun.” (Sally) “ Neither is Sally. ” / “ Sally isn’t either. 3 “He doesn’t know Graham.” (we) “ Neither do we. ” / “ We don’t either. 4 “We’re seeing Mark tomorrow.” (I) So am I. I am too. “ ”/“ 5 “You’re not helping much!” (you) “ Neither are you. ” / “ You aren’t either. 6 “They enjoy skiing.” (my friends) “ So do my friends. ” / “ My friends do too.
Tick a, b or c.
1 Where did the man go at the weekend? c
5 What time is it? a b 5:00 7:00
2 What did the woman buy? a
6 What is the woman going to wear? a
3 What is the weather like today? a b c
7 How did the man travel? a b c
4 Where is the woman’s bag? a
8 What will Tina do this evening? a b c
Part 1 1 Can you tell me your first name? 2 What’s your surname? 3 How would you describe the area you live in? 4 Do you like learning English? Why (not)? 5 Do you think that knowing English will be
useful for you in the future? How do you spell it?
Part 3 General discussion 1 How do people feel during an earthquake? 2 Which would be more frightening: a flood or
an earthquake? Why? 3 How important do you think organisations like UNICEF are in emergencies?
There has been a very big earthquake in another country. The government of that country has asked for help. Talk together about the things people who live there will need, and decide on the most important things to send. Here is a picture with some ideas to help you.
Read the sample TOPIC below and answer the questions. Match.
You want to tell your English friend, Anne, that your youth club is organising a fund-raising event to raise money for UNICEF. Write an email to send to Anne. In your email, you should tell her when and where the event is taking place say that people can bring second-hand toys or buy them there invite Anne to come to the event. Write 35-45 words.
1 2 3 4
raise donate condition second-hand
c d b a
a b c d
used, old state collect give
NOW IT’S YOUR TURN
You want to tell your English friend, Ben, that your school is organising a fund-raising event to raise money for UNICEF. Write an email to send to Ben. In your email, you should tell him when and where the event is taking place say that people can bring second-hand books or buy them there invite Ben to come to the event. Write 35-45 words.
Questions 1 What are you going 2 3
to write? Who are you going to write to? What do you want to tell her about?
4 What can she bring 5
with her? What can she buy there?
TIPS 1 In writing topics like these, the plan
is given to you (the 3 bullet points). Follow the plan, and include all the points. Even though this is an email to a friend, you should write full sentences. You can use the useful language in the Writing Appendix to help you.
Complete the email with the words in the list.
Dear Anne, Our youth club is organising a fund-raising event money to raise (2) (1) for UNICEF. It will be in Central Square at morning . ten o'clock next Saturday (3) bring toys that are in Anyone can (4) good (5) condition , or buy toys there. hope you can come. I (6) Talk to you soon. Julia
You are Ben. Answer the email. In your email, you should thank the writer for his/her email say that you will come to the event explain that you will bring some books and you hope to buy some, too. Write 35-45 words.
Tick the appropriate box.
What did you learn in Unit 1? 1 What does UNICEF do? 2 What’s the difference between rights and
Now that I’ve finished Unit 1,
3 Can you give two meanings for the verb
4 How do you change explain into a noun? 5 What’s the difference between bring up
and grow up?
answer questions on a text about UNICEF. use the Present Simple and the Present Continuous correctly. understand short conversations. work with a partner to make a decision. write a short email in English to a friend.
6 Which is bigger: a nuclear family or an
7 Could we use the present continuous in
this sentence? Why/Why not? This computer belongs to me.
8 Can you explain the difference between
be used to and get used to?
9 How are stative verbs different from
10 Give two examples of fund-raising
11 Can you spell your friend’s surname in
12 How do you say siblings in your first
If you have ticked boxes in the 2nd or 3rd columns, ask your teacher for advice.