Presentation on theme: "Lesson 13. Music: Oh, I’m a lumberjack, and I’m okay, I sleep all night and I work all day.Chorus: He’s a lumberjack, and he’s okay, He sleeps all night,"— Presentation transcript:
Music: Oh, I’m a lumberjack, and I’m okay, I sleep all night and I work all day.Chorus: He’s a lumberjack, and he’s okay, He sleeps all night, and he works all day.
look at a map showing the forests of the world. follow a flow-chart. learn about the stages that go into paper-making. learn the value of recycling. follow instructions and make your own writing paper. In this lesson, you will
learn vocabulary for “harvesting” and producing paper learn time-order words read part of a story and think about its deeper meaning You will also
This is a pine forest in Canada. Forests are a huge part of Canada.
Some of these pines are about to be cut down. That is to say, they are about to be “harvested”. As crops growing in a field: corn, wheat or barley are harvested, so the pine trees, growing in Canada and Scandinavia are harvested, too.
When these pine trees are harvested, where will they go? What will happen to them?
treeslogsdelivery a paper mill wood pulp bales a pulp mill pulping and mixing a paper making machine
Take a look at this flow-chart. It shows the first stages of making paper. Delivery The logs are brought to the paper mill. Pulping Chemicals are added to the chips to make pulp. The pulp is rinsed with water. Bleaching and Refining Bleach is added to the pulp to get the colour wanted. Preparation The logs are cut into chips.
This part of the flow - chart shows the final stages of making paper. Forming the sheet The pulp is rinsed, then formed into a sheet and the water drained. Coating, Drying and Rolling The sheets are coated to get the right finish, dried and rolled up. Delivery The paper rolls are put on trucks, ready for delivery.
Many of the trees that were harvested in Canada are now rolls of paper. Do we still need a lot of paper? Have computers replaced paper and pen?
Here are the facts. In the U.S.A., every year, over 350 million magazines are published. 2 billion books are published. 24 billion newspapers are produced.
What is a billion? Is it 2 million (2,000,000)? Is it 100 million (100,000,000)? Is it 1,000 million (1,000,000,000)?
So what is a billion? The answer is: 1,000 million 24 billion newspapers are produced each year. That’s a lot of newspapers. What happens to all that paper when people have finished with it?
This is Bob. He fried some chicken for his supper and put it to drain on some newspaper. Later, he put the chicken on a plate, but what happened to the newspaper?
Bob threw the newspaper into the garbage bin and the next day it was cleared away and destroyed. So that was the end of it.
Bob collected up all his old newspapers and took them to the recycle bin. This wasn’t the end of the newspapers. They will be recycled and used again.
What about the forests in Canada? Are they getting smaller as more and more trees are harvested? The answer is: No. Trees are being planted all the time and today the number of forests is increasing.
Now it’s your turn to make paper. Here’s what you need: different kinds of paper, such as tissues, kitchen paper and newspapers warm water 1 tablespoon of white glue (that sticks to paper) some dried flowers or other decoration a bowl netting: either wire or fabric
Here’s what you do. First, tear up the paper into small pieces. Next, measure four cups of paper and put the pieces into the bowl. Then, cover the paper with warm water. After that, add 1 tablespoon of white glue and the dried flowers and mix with the paper and water. Leave the mixture overnight to form a mushy pulp.
Here’s what you do the next day. Pour the mixture on to the netting and pat into the shape of a piece of writing paper. Let the water drain through the netting. Finally, leave it to dry in a warm place. Then you will be able to send friends a special message on your own writing paper.
To make your own special writing paper, we followed a number of instructions. Instructions should always be clear, accurate, and in the right order
When you give instructions, make sure you give them in the right order. It isn’t helpful to start at the end and work backwards!
To help show the order, we use time- order words. Look back to the slide which gives instructions for making your own writing paper. Which time-order words appear there? First, ….Next, … Then, ….Now, …. After that, … Finally / Last of all, …..
A man called Shel Silverstein wrote a story called “ The Giving Tree ”. The story begins: “Once there was a tree … and she loved a little boy. And every day the boy would come and he would gather her leaves and make them into crowns …. and play there.”
The tree is “she” and the boy gathered “her” leaves. Why do you think Shel Silverstein wrote that? Also, can a tree love a boy?
The boy grows up and becomes a man. At first, he takes the tree’s fruit, then its branches, and finally its trunk. But the story continues: “After a long time, the boy came back again and the tree said:
‘I wish that I could give you something … but I have nothing left. I am just an old stump. I am sorry ….’ ‘I don’t need very much now,’ said the boy. ‘Come, Boy, sit down. Sit down and rest.’ And the boy did. And the tree was happy.”
Can a tree be happy? Do you have any idea why Shel Silverstein wrote about the tree as she? Although the boy is an old man at the end of the story, the tree still calls him “Boy”. Is there a deeper meaning to the story?
In your opinion, how many of these statements are true or may be true. Some people call ships “she”. So Shel Silverstein calls the tree “she”. He just sees the tree as “she”. The tree symbolizes a mother and the love she has for her child.
The story is about how trees suffer when they are cut down. The story is about how people spend their lives trying to get more and more, and only at the end find out that things are not important.
HOMEWORK Read the whole story in English. Is it just a children’s story or does it have a deeper meaning? Talk about it with a friend or in class.
In this unit, you looked at a map showing the forests of the world. followed a flow-chart. learned about the process of paper-making. learned the value of re-cycling. followed instructions and made your own writing paper.
You also: learned the vocabulary about harvesting and producing paper. learned time-order words. read part of a story and discussed its meaning.