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UNIT III

UNIT III. PARTICIPATING GLOBAL ORDER. “Didn't they realize that the only way to change things was to act?”  Tamora Pierce ,  The Woman Who Rides Like a Man.

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UNIT III

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  1. UNIT III PARTICIPATING GLOBAL ORDER

  2. “Didn't they realize that the only way to change things was to act?” Tamora Pierce, The Woman Who Rides Like a Man

  3. Our world is changing rapidly. Technology is the propelling power that brings about this wonderful change in our life. The lightning sprrd which sound on communication travel, the flight from one point to another in in record time, they readily available tools and gadgets- all these and more spell changes. As you accept these changes and move forward, you participate in the “New Global Order”.

  4. As you read the selections found in this unit, you can identify specific examples that have affected your daily life. Then you can describe these changes in details and discuss their values. Admittedly, though they are neither all good nor all bad, changes are inevitanlble

  5. Lesson 11 Keeping Abreast with Modern Trends : Sub topics Lesson 12 Tracking the Information HighWay Lesson 13 Surfing The Wave of Changes Lesson14 Arriving at Decisions

  6. Introduction of the Lesson • “The Future has already arrived. Its just not evenly distributed yet” William Gibson. • From that phrase, you make your own opinion. This is an oral recitation, you will be graded according to the strenght of your ideas. • A quick refreshment will be done through Powerpoint Presentation consisting the “New Products of Modernity”. You will be grouped 3 members. You will be going to make a table showing sthrenght and weaknesses of Technologies through (+- interesting paragraph).

  7. PREREADING • Interpreting and Matching Information in Diagrams and Write Ups • Introduction to the Unit - Examples of The Product of Modernity

  8. Click This one: ACTIVITY

  9. Afterwards, please read the text “Playing For Keeps” By Jack C. Haldemann II. • After you read give the summary of using the Story Map

  10. Passive Voice • What is a Passive Voce? - The Passive Voice has a limited use mainly in to focus on the action and the object and to obscure, hide or lessen the doer. The passive voice is generally used in research reports, where the emphasis is on what has been done rather on those who did it.

  11. Transitive Verb • What is Transitive Verb? -A transitive Verb is either in the Active Voice or in the Passive Voice. When the subject is the Actor, the verb is n the Active Voice. If the subject is acted upon, then the verb is in the Passive Voice.

  12. Note the changes made when the sentences are transformed from the Active to Passive voice. 1. The direct object of the sentence in the active voice becomes the subject of the sentence in the Active voice becomes the subject of the sentence in the passive voice. • Active Voice • Johnny plays tarzan. (direct object) Passive Voice tarzan is played by Johnny.

  13. 2. The Passive Voice of the Verbs is formed by using the different forms of the verb be as helping verb, Examples : the spheres were rolled into the circle of rings. the small blue globe was crushed under his foot. the marble is retrieved after the battle.

  14. Key Points • To express present habitual action in the Passive voice, is/are and the past participle form of the main verb is used. The helping verb is agrees with a singular subject, and are with a plural subject. Example: The motorcade is led by two police officers. • To express present continuing actions in the Passive Voice, is being or are being + the past participle form of the main verb is used.Example: Computer lessons are being taught in all schools • To express past actions in the Passive Voice, was or were + the past participle form of the main verb is used.

  15. Example: this research work was accomplished after a month. 4. To express future events in the passive voice, shall be or will be + the past particple of the main verb is used. Example : Computer Technology will be offered in the elementary grades.

  16. The following irregular verbs have been divided into groups according to the way they form their past and past participle. Group 1 These irregular verbs have the same form for the present, the past and the past participle. Present Present Participle Past Past Participle Burst Bursting Burst has/have burst Cost Costing Cost has/have cost

  17. Group 2 These irregular verbs have the same form for the past and the past participle. Present Present Participle Past Past Participle Bring Bringing Brought has/have brought Buy Buy Bought has/have bought Group 3 These irregular verbs form the past participle by adding –n to the past Present Present participle Past Past Participle Break Breaking Broke has/have broken Choose Choosen Choose has/have chosen

  18. Group 6 These irregular verbs form the past and past participle in other ways. Present Present Participle Past Past Participle Come Coming Came has/have come Do Doing Did has/have done

  19. Activity 1 Underline the transitive verb and encircle its object in each of the following sentences. Do this in your notebook. • Many scientists made your long-distance communication possible. • Forty three years later in 1875, Alexander Graham bell invented the telephone. • In 1832, Samuel Morse discovered the electric telegraph. • Maxwell made the first significant discovery that made long-distance communication possible. • Hertz transmitted the first electromagnetic waves across a room

  20. Activity 2 Fill in the blanks with the correct passive construction of the verb to passive construction inside the parenthesis. Do other necessary changes in the sentence if needed. Do this on your notebook.. • The solar system___________(form) from a spinning cloud of the interstellar dust and gas. • The lithosphere ___________ (make) up a number of plates that move around on top of the atmosphere. • Land and sea formations ____________ (cause) by a continental drift. • Mountain ranges ____________ (create) by the coming together of plates. • The landscapes _____________(shape) by the effects of weather

  21. Activity 3 Convert the following sentences from active construction. You may omit the doer of the action or you may include it by using a by-phrase. Write the sentences in your notebook. • Science and technology continuously improve our way of life. • We enjoy a tennis tournament on television. • Scientists thought of the possibility of using electricity to send messages along a wire as soon as electricity was discovered. • People the past employed couriers in spreading news to distant places • Through technological developments, we gather and spread news to all parts of the world at staggering speed.

  22. Activity 4 Complete the paragraphs with verbs in the passive voice. Use the pool of verbs inside the box before each paragraph. 1. For a thousand years light ___________ a mystery. Light ____________ by plato as a stream of divine fire. The wave theory of light_______ by Huygens. Another theory __________ by Albert Einstein. A According to Einstein ‘s theory _______ of tiny bundles of energy. Consider Imagine Formulate Establish Compose

  23. Group 4 These irregular verbs form the past participle by adding –n to the present Present Present Participle Past Past Participle Blow Blowing Blew has/have blown Draw Drawing Drew has/have drawn Group5 These irregular verbs from the past and the past participle by changing a vowel. Present Present Participle Past Past Participle Begin Beginning Began has/have begun Drink Drinking Drank has/have drunk

  24. Listening to whether arguments and conclusions are logical or illogical

  25. So far, you have kept in mind that on reason for learning to become a better listener is to acquire new ideas, which will broaden your knowledge. Through attentive and critical listening, you will sharpen your skill in judging whether arguments and conclusions reached are logical or illogical. Arguments or the conclusions drawn after the arguments are logical if they are based on reasoning. Before You Listen Remember that your evaluation of an argument or conclusions must be based on fact and not an opinion . The following pointers help you give a logical evaluation. 1. A fact is a statement known to be true or which can be proven to be true.

  26. 2. An opinion is a statement known that tells what someone believe to be true. An opinion may or may not observed 3. The opinion of an authority or a subject may be believed. 4. Facts are more reliable as basis because they can be defended As You Listen Listen to your teacher, as he/she reads a text. Determine wether the arguments and conclusions reached are sound and logical. Put a star ( ) opposite the number in your paper if the argument or conclusion is logical. Palce an asterisk (*) if it is illogical.

  27. ___ 1. The saying “ Life begins at forty” is a reality that cannot be denied ___2. Studies show that the happiest moments in life are away past the childhood and teen years. ___3. You need to believe the studies. ___4. Walking, first of all, is natural. Easy, and free. ___5. You can reap a lot of benefits from walking when you are past 40.

  28. After you Listen After Listening the activity, make sure the arguments and conclusions made in the listening activity are logical. How? Remember the pointers given in before you listen.

  29. Conveying Information Using Technological Aid ( Overhead Projector)

  30. These days talk maybe enhanced through a PowerPoint presentation using LCD and Laptop or PC. However, if such tool is not available in the school, the overhead projector (OHP) can be used. The OHP is an electronic device used for making words and lectures on a transparency look larger, when shown on a wall screen. The transparency itself is a photographic slide that can be imprinted with an immage. It is readily available in bookstores. During your presentation, you can still write or draw on the transparency and project it on the screen by using OHP.

  31. Activity 2 If your teacher asks to talk on any of any of the following topics what will you write on the transparencies. • Computer aided lessons • The journalism program in your school. Activity 2 Using the listening text you have just heard as the topic of your talk, what would you write on your transparencies.

  32. Writing and Delivering Persuasive Speech

  33. The purpose of the persuasuive speech is to convince and move people to action. 1. Know why you will make the speech2. Prepare for your talk thoroughly. 3. Organize your talk. Think of a good introduction, an impressive and substantial body, and catchy ending. 4. Add to the power of your words by varying your sentences that is by using the natural or the invented order, and by using figures of speech like simile, metaphor, and personification. 5. Observe correct pronunciation of words in delivering your speech. 6. Use your voice judiciously to stress significant points in your speech. 7. If you use gestures or any body language, do so sparingly to avoid distractions

  34. In most speeches, just as in any essay, you need to accomplish three objectives at the outset: 1. Get the attention and interest of your audience 2. Reveal the topic of your speech 3. Establish your credibility and goodwill

  35. END OF THE LESSON 11

  36. LESSON 12 TRACKING THE INFORMATION HIGHWAY

  37. Prereading • Reading Intensively to Select Approriate Details for a Specific Purpose In previous lesson, you were made to note key points or key ideas in the materials you read. You were also made to find support for these key ideas. This time, another important study skill you have to review as good readers is the ability to note relationships between key points made in a text. You can do this by rereading, or going back to the parts of the text that express the keypoints. One way of doing it is through close reading on the actual spot in a paragraph, a sentence or a phrase that states the specific idea or key point that is under consideration. Activity

  38. Using Word Clusters/Collocation Derived from Materials Read You command of the language can be further developed or enhanced via reading, specifically through the use of words and expressions appropriate to context. One way you have been doing this is by determining word clusters or collocations from materisals read. Clustering words commonly depends on the relationship existing among words in a context. On a similar point, collocators or words can be grouped together on the basis of the kind of relationship or the word environment where these words are found. Activity

  39. Kindly Read the Text “Computers: Machine with Electronic Brains” on page 208-209 And after reading prepare yourself in oral recitation with these following questions. You will be called randomly. • Why is the computer described as the marvel of the machine age? • Compare and contrast the early computers with those used today. • Why are the computers sometimes called “thinking” machines?

  40. Activity After reading the text, you are in the best position to assess what you have read, depending on how much understanding what you have read. Use a checklist in assessing a text. Compare the selection “Computers: Machines with electronics brains with another selection about computers that you previously read or listened. After that summarize the scores. Give your conclusion based on the summarized result.

  41. Reporting Another Person’s Speech (Reported Speech) What is a Reported Speech? • Reported Speech is derived from a sentence consisting of two parts: the Explanatory part and the Quoted Part. Explanatory part explains or tells who says, asks, commands or request. On the other hand the Quoted part shows the exact words of the speaker.

  42. Direct Speech

  43. Indirect Speech or Reported Speech • The teacher says that the computer has all the answers to all our questions. • The student asked if the computer could solve mathematical problem. KEY POINTS

  44. ACTIVITY

  45. END OF LESSON 12

  46. LESSON 13 SURFING THE WAVE OF CHANGES

  47. Skimming to determine the author’s purpose What is Word Analysis? - Word Analysis is a basic form of context clue in which you can identify the affixes of the word enable for you to find the meaning of the word.

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