Lessons 3&4: We should have learned from that.

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Reading: how will we produce more food?

The article on printed page 34: the projected population rise to 2050, how overusing limited land and water turns land to desert, the Oklahoma Dust Bowl as a worked example of what went wrong, genetically modified crops and the worry about weeds, and hydroponics as an alternative; with the multiple-choice comprehension.

وردەکاری و ڤیدیۆکان ←

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Forms of conditional statements: 1

Using *as long as* in place of *if* in first and second conditional sentences, in both clause orders, and the positive idea *as long as* carries. Covers the in-lesson box and the Language Focus explanation.

وردەکاری و ڤیدیۆکان ←

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Completing a summary of an expository text

Completing the ten summary statements that condense the whole article — resources, over-production, the Dust Bowl, what farmers might have done, GM crops, and hydroponics — and reading the finished summary aloud as one connected text.

وردەکاری و ڤیدیۆکان ←

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Forms of conditional statements: 2

*could have*, *might have*, *should have* and *ought to have* for what was possible or advisable but did not happen; those forms inside a full third conditional; and *If only* + past perfect. Includes the speaking practice about Mars, the Oklahoma farmers and sports teams.

وردەکاری و ڤیدیۆکان ←

بابەتەکانی ئەم کەرتە

Reading: how will we produce more food?

Forms of conditional statements: 1

Completing a summary of an expository text

Forms of conditional statements: 2

ڤیدیۆی تەواوی ئەم کەرتە