Semester 2 - Chemistry

TAMIL NADU INNOVATIVE INITIATIVES 2017-18

Content and Language Integrated Learning to Enhance Communication Skills

Semester 2

CHEMISTRY

TAMIL NADU STATE COUNCIL FOR HIGHER EDUCATION

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ChairpersonThiru. Sunil Paliwal, I.A.S.,

Vice Chairman (FAC)Tamil Nadu State Council for Higher Education, Chennai 600 005

MemberThiru. M.A. Siddique, I.A.S.,

Member Secretary (FAC)Tamil Nadu State Council for Higher Education, Chennai 600 005

Coordinator, Materials Developer, Master TrainerDr. T. JayasudhaResearch Officer

Tamil Nadu State Council for Higher Education, Chennai 600 005

Core Team – Materials Developers – Master Trainers

Dr. Sumathi ShivakumarAssistant Professor of English,

A. M. Jain College, Meenambakkam, Chennai – 600 114

Mrs. B. Devi Kamala,Assistant Professor of English,

Government Arts College [Men], Nandanam, Chennai – 600 035

Mrs. M Beeta JudioAssistant Professor of English,

Government Arts College [Men], Nandanam, Chennai – 600 035

Lt. Arumugathai, Assistant Professor of English,

Government Arts and Science College, Perumbakkam, Chennai.

Dr. K N ShobaAssistant Professor of English,

Anna University, Chennai.

Thiru. J. Dinesh Kumar, Assistant Professor of English,

Government Arts and Science College,Dr.Radha Krishnan Nagar, Chennai - 600 081

Dr. M. RajaramAssistant Professor of English,

M.V.M Govt. College Dindigul.

Dr. K M . SumathiAssistant Professor of English,

M.V.M Govt college Dindigul.

Reviewers

Dr. V Saraswathi Prof of English (Retd.) University of Madras,

Chennai.

Mrs. N.A. PadmavathyP.G. Assistant (English)

The Muthialpet Higher Secondary SchoolMannady, Chennai 600 001

Dr. Shashi Swaran SinghHeadmistress

Jaigopal Garodia Govt. Girls’ Higher Secondary SchoolVirugambakkam, Chennai 600 092

Dr. A. Vasudevan,Head & Associate Professor of English,

Government Arts College, Udumalpet – 642 126

Book Design

Thy Designers & Computers116/225, Triplicane High Road, Triplicane, Chennai - 600 005

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Preface Content and Language Integrated Learning (CLIL) is an interventionist model used to teach foreign languages and is built on the strengths in specific domains of knowledge that students are already sound in. It is an effective intervention as it does not have any bearing on the English language acquired or learnt at the school level. It focuses on the knowledge that students have acquired in the specific domains that they have opted to graduate in. It has a strong theoretical base and is an eclectic approach that can be customised to the proficiency levels of students and the needs of the job market. It is fully task-driven, providing adequate exposure and opportunities for students to imbibe, develop, practise, try out and use all the skills – listening, speaking, reading and writing – with more opportunities to experiment and fine tune their productive skills – speaking and writing. The objectives of the modules are behavioural in nature, with a focus on the students of undergraduate programmes of Arts and Science Colleges in Tamil Nadu, what activities they are expected to perform, under what conditions and to what degree. CLIL modules shall help:

• to expose students to language skills through core subjects • to empower students to read and comprehend content in English • to prepare graduates to use language in real-life situations • to implicitly impart language through content in a task-based curriculum• to build communicative competence in English• to develop confidence to use language skills necessary for social, academic and professional purposes The modules for Semester 2 are designed with content from the core domains to help students

internalize language through familiar concepts. While the focus of the modules is on developing communication skills through core subjects – physics, chemistry, botany, zoology, computer science, geography, commerce, economics, English and history, the content is simple to enable English teachers use it effectively for language teaching. It is noteworthy that there is an obvious paradigm shift not only in the content, but also in the manner in which it is dealt with in the modules and eventually in the manner in which it is to be implemented and assessed. The objectives, expected outcomes and assessment rubrics are modelled on the Common European Framework of Reference (CEFR) and have clear performance indicators with corresponding global scores.

The content has been devloped with a skills approach with clear performance indicators provided in behavioural terms to foster internalization of language rules implicitly, providing adequate opportunities to internalize the nuances of the language through the practice of the activities built through the content in the modules. English teachers shall be trained through customized workshops

to handle the content with a skills approachto understand CEFR, which is empirical and therefore measurable with appropriate observable

performance indicators to help in transition from product to process approach in teaching and assessmentto collaborate and involve in peer teaching, observation and assessmentto engage in reflective teaching practicestowards developing task-based curriculum to meet the learners needs.

***********Acknowledgements: Content for the modules has been adapted from Tamil Nadu Textbook Corporation Textbooks for Class IX, X, XI and XII. Images and graphic organisers have been sourced from Google. CLIL Core Team

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Competencies& Objectives

Content Transactional Strategies Learning Outcomes

CLIL: Semester 2: Draft templateOverarching goal: Identification and recall of information with some amount of organisation selection of facts and ideas and use.GRAMMARRetrieve naming, descriptive, action words, kinds of sentences learnt

Recognise, locate and infer subject verb agreement in number.Infer use of Present and Past Continuous tense, use ‘will’ and ‘going to’ in context (related to the domain).

VOCABULARY, LISTENING & SPEAKING/WRITINGRecognise, sort, reproduce words with letter “c” with their corresponding pronunciations as “s”, “k” and “ch”.Recognise, sort, reproduce, pronounce letters/sound “p, b, th, v, w, tion”appropriately from the context given in the passage.

VOCABULARY, READING & SPEAKING/WRITINGPre, While and Post

WRITINGRetrieve kinds of sentences and basic punctuation to compose paragraphs using linkers.

Graphic organisers

Visual prompts

Activities

Passage with Activities

Basic words from the domain Passage & Activities

Guided, controlled and free activities directly related to the content / domain

Rules: PPU model Presenting the RulePractiseUse

PWP modelPre-, While- and Post listening model – comprehension with integration of skills – FIVE pattern (Factual, Inference, Vocabulary, Experience)

Activating schema through visuals, KWL chart, Listen and Repeat. Listen and complete task. Info gap.

Form, Meaning, Use and Pronunciation

PWP modelPre-, While- and Post listening model – comprehension with integration of skills (Factual, Inference, Vocabulary, Experience)

Activating schema through visuals, KWL chart, Listen and Repeat. Listen and complete task. Info gap.

Visual to Verbal

NIP words, frames, linkers

Recognise and use singular, plural, present and past tenses.Infer use of Present, Past Continuous tenses, ‘will’ and ‘going to’ to engage in meaningful conversations and writing tasks Explain and share information related to the domain.

Recognise, sort and use appropriate pronunciation for “c” as “s”,“k” and “ch”.

Identify, distinguish, reproduce pronounce letters / sound “p, b, th, v, w, tion” appropriately.Perform tasks – while listeningUse pre-taught words in Speaking & Writing

Perform tasks – while readingUse pre-taught words in Speaking & Writing

Write sentences, use linkers to compose a coherent paragraph.

Select and use appropriate expressions, ask for favour, offer suggestions and engage in meaningful telephonic conversations.

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Chemistry

Table of Contents

1. Prelude 01

2. Vocabulary 03

3. Paragraphing 10

4. Grammar 14

5. Speaking/Writing 18

6. Subject-Verb Agreement 25

7. Listening 27

8. Reading 29

9. Pronunciation 34

10. Key Functions 39

11. Speaking 42

12. Wrap Up 48

13. Assessment Rubrics 49

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1

TANII: CLIL Semester II

Chemistry1. Prelude

Activity 1

Look at the following pictures and share your views with your partner and the whole

class. You can use the prompts:

I think this picture is about____________________________.

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I think one that connects all these pictures is _____________

I think these pictures suggest__________________________

What do you think?

Activity 2

Fill in the KWL Chart. What do you know about chemistry? What do you like to know about it? Keep this chart. We will complete “What I Learned” section later.

What I Know What I Want to Know What I Learned

Let’s keep this and get back to it a little later.

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2. Vocabulary

compostion

Form Part of Speech SpellingPronunciation

Nounc-o-m-p-o-s-i-t-i-o-ncom-po-si-tion

compositions

Meaning way in which a whole or mixture is made up

Use The composition of matter is found in chemistry.Do we study the composition of water in chemistry?Does composition mean combining or mixing?

reaction

FormPart of Speech SpellingPronunciation

Nounr-e-a-c-t-i-o-nre-ac-tion

reactions

Meaninga chemical process in which substances act mutually on each other and are changed into different substances

UseThe reaction of air on iron creates rusting.Does the reaction of hydrogen and oxygen form water?Is reaction a chemical process?

property


Nounp-r-o-p-e-r-t-ypro-per-ty

properties

Meaning quality, or characteristic of something

Use The nature or quality of oxygen is to help in the burning process.Black objects have the property to absorb heat.Strong acids have the property to cause burns when they come in contact with the skin.

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process


Nounp-r-o-c-e-s-spro-cess

processes

Meaning a series of actions or steps taken in order to achieve a particular end

Use Electrolysis is a process to decompose a substance.Is cooking a chemical process?Rusting of iron is a chemical process.

element

FormPart of Speech SpellingPronunciation

Noune-l-e-m-e-n-tele-ment

elements

Meaning primary constituents of matter that cannot be further broken down

Use Hydrogen and oxygen are elements that are present in water.Carbon is the element which is present in graphite and diamond.Air, water and fire are elements of Nature.

compound


Nounc-o-m-p-o-u-n-dcom-pound

compounds

Meaninga thing that is composed of two or more separate elements; a mixture

Use Common salt is a compound made of sodium and chlorine.Combination of 2 or more elements makes a compound.Is beaching powder a compound?

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solvent


Nouns-o-l-v-e-n-tsol-vent

solvents

Meaning a liquid used for dissolving substances

Use Do we use water as a solvent?Is solvent a solid that helps to dissolve something?Solvents are liquids that help to dissolve substances.

Activity 3

Hope you remember the different parts of speech from the last semester. Identify all naming words, describing words and action words from the word list given and sort them using the table given.

1. -tion, -ive endings are generally naming words.

2. –ic, -ous, -ar endings are generally describing words

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Naming words Action words Describing words

compounds dissolving endothermic

Activity 4

Shall we do some word building for CHEMISTRY like the one done here?

C Community C

H Health H

E Environment E

M Medicine M

I Industry I

S Sciences S

T Teaching T

R Research R

Y You Y

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Get to know your classmates! Do some word building with your name, like the one for chemistry and share it with your partner or your class.

Activity 5

Change the word class of the following words as directed. One is done for you.

S.No Word change into Word

1 reaction (N) V react

2 balance (V) N

3 saturated (A) V

4 concentrate (V) N5 corrosive (A) N6 reduction (N) V

7 alkaline (A) N

8 dehydration (N) V

9 molecular (A) N

10 classify (V) N

*N – noun; V – verb; A – adjective

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Now, frame sentences using the words from either column 2 or 4. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Activity 6

Position words in their right places. Add words if necessary and make meaningful sentences.1. chemistry/properties of substances _____________________________________________________________________ _____________________________________________________________________2. substances and uses/chemistry _____________________________________________________________________ _____________________________________________________________________

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3. structure/scientific/study/of substances _____________________________________________________________________ _____________________________________________________________________4. properties/deals with/chemistry/of substances _____________________________________________________________________ _____________________________________________________________________5. react/one another/substances/chemistry _____________________________________________________________________ _____________________________________________________________________

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3. ParagraphingA paragraph is a piece of writing that usually deals with one subject. It is, in other words, based on one unit idea. It begins on a new line with the main idea in the first sentence (topic sentence). The lines that follow support the main idea and are called “supporting ideas”. A paragraph may have 2 or 3 supporting ideas (sentences). Supporting ideas provide information that supports the topic sentence. Supporting ideas can be descriptions, examples, reasons, explanations and comparison. The last line of the paragraph usually is a summary or a concluding sentence of the ideas discussed in the

paragraph. A paragraph can be descriptive or narrative. It can describe or narrate events or steps in an experiment or compare and contrast two or more ideas or topics.

The following paragraph has been analysed to identify its elements.Smoking is injurious to health. You can find this on all cigarette packets. It affects those who inhale the smoke (passive smokers) more than those who actually smoke. It is true that inhaling the smoke causes lung cancer in passive smokers. It is caused by a chemical saubstance called nicotene. Hence, smoking is banned in some areas and so non-niocotene cigarettes are sold.

Topic Sentence : Smoking is injurious to health.

Supporting Idea 1 :It affects those who inhale the smoke (passive smokers) more than those who actually smoke. (reason)

Supporting Idea 2 :It is true that inhaling the smoke causes lung cancer in passive smokers. (explanation)

Supporting Idea 3 : It is caused by a chemical substance called nicotene.

Concluding Idea :Hence, smoking is banned in some areas and so non-niocotene cigarettes are sold.

Organization of a Paragraph 3 Statement of the main idea. 3 Elaboration of the main idea with supporting details. 3 Restatement of the main idea – summary of main idea or conclusion.

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Activity 7

Identify the topic sentence, supporting ideas and the concluding idea.Metals occur in Nature in a free or natural state. However, most of the metals occur in Nature in the form of chemical combinations, i.e., in the form of their stable compounds which are associated with gangue or matrix. Earthy impurities such as sand, clay, rocks etc., associated with ores are collectively known as gangue or matrix. Thus, a large number of metals occur naturally in combined forms along with other elements, but some metals, such as Gold (Ag), Silver (Au), Platinum (Pt) etc., occur in their natural form (metallic state) in some regions. Ag is found free and as a compound. The natural form in which metals or compounds are found in the earth is also known as mineral. Thus, a mineral is a naturally occurring material present in the earth’s crust which contains metal in free or combined state.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The following table gives a brief idea on the clue words that help you identify the paragraph types.

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Activity 8

Read the following table of linkers and discuss with your partner why these linkers are used in speaking and writing.Table of linkers to organize a paragraph

Sequencing Firstly / I will start by / Let’s turn to / Moving on / Let’s begin with / To conclude / Next

Cause and effect Because of / As a result of / Therefore / And for this reason / So / Owing to / Due to / Accordingly / Since

Advantages and Disadvantages

A plus point is / A case in point / One advantage is that / On the flip side / On the weaker side / My main contention or objection is / Its main strengths are

Contrast and Concession Although / Not only … but also / Even though / But / Despite / In spite of / Nevertheless / However

Summarizing In a nutshell / In other words / All in all / To sum up / To summarize / Taken as a whole / Overall

Activity 9

Use the following pictures and frame sentences. Include a few linkers to convert the sentences into a meaningful paragraph. You may organise the sentences as you wish to present your paragraph.

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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4. Grammar

a. Present continuous form

Form Meaning Use

Present continuous verb (base form) + ing

1. To refer to an action in progress at the moment of speaking or writing2. To refer to future time

He is shopping online.We are submitting our projects next week.

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b. Past continuous formForm Meaning UsePast continuousverb (past tense) + ing

To refer to an action in progress from the past

He was surfing the net.He was checking his emails when I visited him.

Present/Past continuous example:My friend is reading a poem and he is trying to explain it to me. “Though it’s short and makes a quick read, it is very interesting” he says. He goes on and I’m listening to him.

The speaker says that, one day he was wandering like a cloud which was floating above hills and valleys. He encountered a field of daffodils beside a lake. The flowers were dancing and were fluttering in the breeze and were stretching endlessly along the shore. Though the waves of the lake were also dancing beside the flowers, the daffodils outdid the water in glee. The speaker says that the poet was feeling happy in such a joyful company of flowers. He says that he was staring and staring, but could not realize what wealth the scene had brought to his Self. For now, whenever he feels “vacant” or “pensive,” the memory flashes upon “that inward eye. That is the bliss of solitude,” and his heart fills with pleasure, “and dances with the daffodils.”

c. Command form (imperatives)

Activity 10

Underline all command words in the text below.Things needed for cleaning:Big vessels to fit all the silver itemsWaterCooking soda/baking soda – 4 tablespoonsAluminium foil – 2 sheets

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1. Take a big vessel.2. Pour water to fill 3/4 of the vessel and bring it to boil.3. Tear the aluminium foil into small pieces.4. Add the aluminium foil pieces, baking soda and silver items to the boiling water.5. Let it boil for another 3-5 minutes.6. Take the silver items carefully from the hot water.7. Find the silver items sparkling like new.8. Repeat the process when needed.

d.Will/Going to“Will” and “going to” are not exactly the same. The difference between them is that “will” is used to express (spontaneous) decisions, while “going to” is used to express intentions.

will PromisesOffer to helpRequest for help(Would is used for polite requests)Prediction about the futureRefusal of things (won’t)

I’ll buy you a car.I’ll help you cross the road.Will you help me carry this bag?

It will rain tomorrow.I won’t come to your place.

going to State a plan or intention I am going to clean my room today.

The quantity of cooking soda and aluminium foil specified in the activity are for 6 small silver items. You may increase or decrease the quantity of cooking soda and aluminium foil depending upon the items you plan to clean.

You can also add full aluminium sheets. But when you add small pieces, it gets attached with all parts of the silver items.

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5. Speaking / Writing

Activity 11

Imagine that you are in your chemistry laboratory. Your lab instructor Ravi is trying to demonstrate an experiment to identify acid radical present in the given salt. Ravi is following the lab instructions. Note that the instructions are in the imperative form. Complete the activity in 2 steps: (1) Identify the action words and underline them. (2) Imagine that Ravi is performing the activity in front of you now and give a running commentary using the present continuous form.

Example: add – is adding Instruction: Add water in the test tube. Present continuos form: Ravi is adding water in the test tube.

Take about 1gm of salt in a test tube. Add 2-3 ml of dilute hydrochloric acid.See brisk effervescence formed.To the salt solution, add a few drops of Magnesium Sulphate solution.

Mix well. Wait for the reaction to complete.Observe white precipitate of Magnesium Carbonate.Note down the result.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Help!Add –“ing” to all command words and use them to report live. Example: You can change “First, add water in the test tube” into “First, he is adding water in the test tube”.


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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 12

Write a report on what your lab instructor Ravi was doing to identify the acid radical present in the given salt. Use linkers such as, then, after that, next, first, etc.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 13

Now imagine that you are talking to your friend Malathy who was absent for the class when the lab instructor had demonstrated the experiment. Tell Malathy what you are going to do using “will”.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Help!Add – “ing” to all command words given in the instructions on “How to identify acid radical present in the given salt”. Example: You can change “First, add water in the test tube” into “First, he was adding water in the test tube”.

Help!Add – “will” to all command words given in the instructions on “How to identify acid radical present in the given salt”. Example: You can change “First, add water in the test tube”, into “First, I will add water in the test tube”.


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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 14

You have explained to Malathy how to identify acid radical present in given salt. To check her understanding, ask her to write on how she is going to perform the experiment._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 15

Your lab instructor Rasheela is giving you a live demonstration to identify chloride acid radical. Note the lab instructions she gives and identify the action words to give a running commentary in the present continuous form.

Take about 1g of the given salt in a test tube. Add a little amount of Manganese-di-oxide. Add concentrated Sulphuric acid. Heat the mixture for a few seconds. Observe greenish yellow Chlorine gas. Add a few drops of Silver Nitrate solution. View curdy white precipitate of Silver Chloride. Record the results.

Help!Add – “going to” to all command words given in the instructions on “How to identify acid radical present in the given salt”. Example: You can change “First, add water in the test tube” into “First, I am going to add water in the test tube”.

Help!Add – “ing” to all command words and use them to report live. Example: You can change “Take about 1g of the given salt in a test tube ” into “She is taking about 1g of the given salt in a test tube”.


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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 16

Write a paragraph on what your lab instructor Rasheela was doing to identify chloride acid radical. Use linkers such as, then, after that, next, first, etc._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Help!Add – “ing” to all command words and use them to report live. Example: You can change “Take about 1g of the given salt in a test tube”, into “She was taking about 1g of the given salt in a test tube”.


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Activity 17

Akshay and Arshad are facing practical examination viva which is conducted in pairs. While Arshad gives the instructions, Akshay performs the experiment. Now, your examiner wants to know how you will do the experiment. Now Akshay is asked to explain the process using “going to”. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 18

Arshad is now facing the examiner and sharing how he is going to do the experiment using “will”. He has the option to either write or speak.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Help!Add – “going to” to all command words and use them to report live. Example: You can change “Take about 1g of the given salt in a test tube.” into “I am going to take about 1g of the given salt in a test tube”.

Help!Add – “will” to all command words and use them to report live. Example: You can change “Take about 1g of the given salt in a test tube”, into “I will take about 1g of the given salt in a test tube”.


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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 19

Imagine you are a chemistry lab instructor for the 6th standard. Explain what sodium chloride solution is and how you can easily prepare it with items available in your home.

Use the following words and frames.

composition, reaction, property, element, compounds, solvent, solution

I am going to ______________________Now, I will __________________________It is going to __________________________

Remember to use ‘present continuous form’ and ‘will’ while explaining it to the students.Try to make it easy to understand using suitable ‘linkers’ wherever necessary.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 20

Imagine you are a student and now try to recall what your lab instructor explained and write it in the form of a paragraph using ‘past continuous form’, ‘linkers’ and ‘going to’ wherever necessary. Remember that ‘linkers’ make it easy to understand what you intend to communicate. Use the words from the previous activity. Modify the frames suitably. ______________________________________________________________________________________________________________________________________________________


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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. Subject-Verb Agreement

Chemistry helps you understand the world around you. Cooking is chemistry. Everything you can touch or taste or smell is a chemical. When you study chemistry, you understand a bit about how things work. Chemistry isn’t secret knowledge, useless to anyone but a scientist. It’s the explanation for everyday things, like why laundry detergent works better in hot water or how baking soda works or why not all pain relievers work equally well on a headache.

If you know some chemistry, you can make educated choices about everyday products that you use. You could use chemistry in most fields, but it’s commonly seen in the sciences and in medicine. Chemists, physicists, biologists, and engineers study chemistry. Doctors, nurses, dentists, pharmacists, physical therapists, and veterinarians all take chemistry courses. Science teachers study chemistry.

Fire fighters and people who make fireworks learn about chemistry. So do truck drivers, plumbers, artists, hairdressers, chefs –. the list is extensive.

Some chemists work in a lab, in a research environment, asking questions and testing hypotheses with experiments. Other chemists may work on a computer developing theories or models or predicting reactions. Some chemists do field work. Others contribute advice on chemistry for projects. Some chemists write. Some chemists teach. The career options are extensive. (http:// chemistry.about.com/od/chemistry101/a/basics.htm).

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Activity 21

Work in pairs to notice all underlined words and infer the relationship between singular and plural subjects and the corresponding verbs. You may make notes in the space provided. Discuss what you understood about subject verb agreement with your partner and the class.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 22

Fill in the blanks by choosing the correct option or by inserting the right word.Chemistry ___________ (studies/study) the nature of substances. It ___________ (deal/deals) with the structure of substances. The properties of substances ___________ (is/are) also studied in chemistry. How substances ___________ (reacts/react) with one another, the uses of substances ___________ (is/are) also an integral part of study in chemistry. Physical chemistry, inorganic chemistry, organic chemistry and analytic chemistry ___________ (is/are) some of the branches of chemistry.

While chemistry (deal/deals) with the preparation, properties and reactions of all chemical compounds, inorganic chemistry ___________ (study/studies) all chemical elements except carbon. Physical Chemistry ___________ (are/is) the study of the boiling and melting points. The importance of chemistry ___________ (is/are) well-known. Knowledge of chemistry ___________ (helps/help) to understand many concepts. It ___________ (helps/help) us understand cooking which ___________ (are/is) also a chemical process.

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7. Listening

Activity 23

Look at the following statements/questions (5 minutes). Now answer them as you listen to the text. Remember that you will listen to the text only once.1. Generally speaking, properties, structures and how substances are composed are dealt in ___________________________________________________________________ _____________________________________________________________________2. Organic chemistry does not involve the study of carbon alone. True/False. _____________________________________________________________________ _____________________________________________________________________3. Plastics, rubber, dyes, drugs and solvents are ________________________________ _____________________________________________________________________4. How would the study of chemistry help (or) what are the benefits of studying chemistry? _____________________________________________________________________ _____________________________________________________________________

Activity 24

Answer the following questions as you listen to the passage.1. What are the branches of chemistry? _____________________________________________________________________ _____________________________________________________________________2. What does organic chemistry deal with? _____________________________________________________________________ _____________________________________________________________________3. Inorganic Chemistry deals with the ____________, _________ and ____________ of all chemical elements and their compounds, except those of carbon.4. Name any two industrial compounds. _____________________________________________________________________ _____________________________________________________________________5. What are the physical properties of substances? _____________________________________________________________________ _____________________________________________________________________

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Activity 25

Match the following as you listen.

1. Physical properties rubber

2. Industrial compound no carbon

3. Organic chemistry melting point

4. Inorganic chemistry carbon compounds

Listening passageChemistry, a branch of science, is concerned with the properties, structures and composition of substances and their reactions. Inorganic Chemistry deals with the preparation, properties and reactions of all chemical elements and their compounds, except those of carbon. Organic chemistry deals with the reactions of carbon compounds. It also focuses on an immense variety of molecules, including those of industrial compounds such as plastics, rubber, dyes, drugs and solvents. Physical chemistry deals with the physical properties of substances, such as their boiling and melting points.

The importance of chemistry is well known. Knowledge of chemistry will also help one to understand biology, natural processes, geochemical, pharmaceutical and biochemical concepts.

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8. Reading

interactions


Nouni-n-t-e-r-a-c-t-i-o-nin-ter-ac-tion

interactions

Meaning an occasion when two or more people or things communicate with or react to each other

Use There is not much interaction between the students and teachers in the classroom.Language games are meant to enhance student interaction.The story follows the interactions of the tree with different characters.

particle


Nounp-a-r-t-i-c-l-epar-ti-cle

particles

Meaning an extremely small piece of matterUse Tiny dust particles settled on the surface of the book.

Some particles are not visible to the naked eye.A photon is a tiny particle of light.

pave


Verbp-a-v-epave

paved

Meaning cover (a piece of ground) with flat stones or bricksUse He wanted to pave the centre of the garden with concrete slabs.

The mason agreed to pave the front yard with mosaic chips.The municipality has paved that area to help the walkers.

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observe


Verbo-b-s-e-r-v-eob-serve

observed

Meaning the action or process of closely monitoring something or someone

Use The students observed the teacher’s gestures.The old man observed his grandson playing.Chemical reactions are observed very carefully.

synthetic


Adjectives-y-n-t-h-e-t-i-csyn-the-tic

Meaning an artificial material produced by combining different substances

Use A synthetic product is produced to imitate a natural product.Many medicines are synthetic products which contain harmful chemicals.Synthetic silk is not as smooth as pure silk.

Activity 26

State whether the following are true/false/not given as you read the passage given.(i) Chemistry gives us an understanding of what our world is made of and the interactions that happen between the particles on which it depends. ____________________________________________________________________

(ii) The ancient Greek philosophers claimed that atoms are the smallest indivisible particles and that they are made of protons, neutrons and electrons. ____________________________________________________________________

(iii) Dmitri Mendeleev published the first widely recognized periodic table. ____________________________________________________________________

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(iv) John Dalton’s pioneering work on the chemistry of air and the atomic nature of matter paved the way for modern chemistry. ____________________________________________________________________(v) Chemistry explains the relationship between the different chemical elements and the way they react and combine. ____________________________________________________________________

Activity 27

Answer the following questions in a sentence.1. What was the main contribution of the Periodic Table? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________2. How can chemists help the society in the present times? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________3. Do you think chemistry and chemical substances impact the environment? How? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________4. If the ability of the fertilizer to destroy insects in the crops is higher, then greater will be its harmful effect on the human body. Analyse. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Reading passage Where has chemistry come from? Throughout the history of the human race, people have struggled to make sense of the world around them. Through the branch of science we call chemistry we have gained an understanding of the matter which makes up our world and of the interactions between particles on which it depends. The ancient Greek philosophers had their own ideas of the nature of matter, proposing atoms as the smallest indivisible particles. Although these ideas seem to fit with modern models of matter, so many other ancient Greek ideas were wrong that chemistry cannot truly be said to have started there.

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Towards the end of the eighteenth century, pioneering work by Antoine and Marie Lavoisier and by John Dalton on the chemistry of air and the atomic nature of matter paved the way for modern chemistry. During the nineteenth century, chemists worked steadily towards an understanding of the relationship between the different chemical elements and the way they react and combine. A great body of work was built up from careful observation and experimentation until the relationship which we now represent as the periodic table emerged. This brought

order to the chemical world, and from then on chemists have never looked back.Modern society looks to chemists to produce, amongst many things, healing drugs, pesticides and fertilizers to ensure better crops and chemicals for many synthetic materials. It also looks for an academic understanding of how matter works and how the environment might be protected from pollutants.

Activity 28

Use the following information in the tree diagram to introduce chemistry to your friend.

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Activity 29

Write a paragraph on chemistry with the chart given in Activity 28. Use linkers and ensure that subjects and verbs agree in number.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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9. Pronunciation

Activity 30

Now look at the pair of words from the passage. Notice the manner in which the letters ‘p’ and ‘b’ are pronounced. Repeat the words after the teacher.

composition substances plastic carbon

rubber compounds biology concepts

biochemical processes pharmaceutical points

Now look for a word in the given list that begins with the letter ‘p’ but sounds differently.

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Activity 31

Now look at the table of words. Notice the manner in which the letters “v” and “w” are pronounced. ‘v’is pronounced with lips in spread or neutral position while ‘w’ is rounded. Repeat the words after the teacher.

with environment variety

work indivisible which

have world work

never how was

well solvent answers

Activity 32

Now look at the table. Notice the manner in which the letters ‘tion’ is pronounced. Repeat the words after the teacher.

composition interaction production

reaction experimentation combination

relationships reduction combustion

preparation integration solution

“tion” sounds at the end of the words

• At the end of the words it is pronounced as “shun”• Explanation• Pollution• Emotion• Location

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‘th’ has 2 different pronunciations.

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Activity 33

Now look at the table of words. Notice the manner in which the letters “th” are pronounced. Repeat the words after the teacher.

synthetic these this than

fifth birth their thousand

they forth think the

third together that with

Activity 34

The teacher reads this passage aloud. There are two objectives: • tuning to the pronunciation of the sounds/words • chunking into sense groups.The first few sentences are done for you. Complete the rest.Listen to the following news report about the gas leakage in the Union Carbide Pesticide factory in Bhopal.Note how voice modulation brings out the appropriate meaning.

//On the night of December 2,/ 1984,/ the Union Carbide pesticide factory in Bhopal/ leaked

A single slash for a short pause and two slashes for a long pause.

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around 30,000 tonnes of methyl isocyanate.// More than 3,500 perished as a result,/ but as many as 25,000 people have died/ from related illnesses since then//. Shravani/ was a day old child/ when the gas leak drove them out of their small house.// “We could not even name her”.//”We hurriedly boarded a truck to Parwalia, about 20 km away. We were packed like fish,’’ her mother Neema says. Her father, an assistant stationmaster, however, was at Bhopal station at this time. He saw people screaming and just dropping dead. It was the time of arrival of the Kushinagar express.

“Though the train would stop only for a few minutes, it was enough to leave at least around 800 people dead including the driver. I must do something now!” he said. Realizing the danger, he quickly sent the Kushinagar Express through without stopping. As many as seven trains were then allowed through, without halting at Bhopal station, thus saving thousands of lives. He succumbed to the poisonous gas and collapsed, as nobody was around to save him.

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10. Key functions

a. Asking for favour

Activity 35

You missed your chemistry class. The lab observation notebook has to be completed in 2 days. Request your friend Hema to give you her observation notebook. Use the following expressions.

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Making SuggestionsTo suggest is to propose ideas to someone.Look at this example.Leena and Priya go to a costume gallery to buy a dress for the latter’s birthday. Priya loves pink shade and is keen on buying one in that colour. The sales girl displays as many pieces as they ask for. Listen to their discussion.

Leena - Please show that pink one.Priya - The colour seems ok, but I think Leena, the print is too bright.

Look at this, how about that blue one? Leena - But I am looking for a pink salwar.Priya - Shall we move to another showroom?

There doesn’t seem to be any good ones in pink.Leena - Let’s look at a few more.Priya - What about this yellow one?

I am sure you don’t have this colour either.Leena - You’re right. I don’t have a dress in this shade. And I like it too. It looks

gorgeous.

Suggestions have to be made courteously and only when required.Some of the formal and informal expressions used while offering suggestions are listed here:Formal :

1. Have you thought about ………….…................2. Could I suggest something?................................3. I wonder if I could suggest……………………..

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Activity 36

Making suggestionsDifferentiate formal expressions and informal expressions used to make suggestions.1. May I offer a suggestion to find a solution to this problem? ____________________________________________________________________2. How about watching a movie? ____________________________________________________________________3. Could I suggest something different? ____________________________________________________________________4. Why don’t we go to her and explain everything? ____________________________________________________________________5. Let’s go home and take rest. ____________________________________________________________________

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11. Speaking

Activity 37

Read the following table and role play a telephonic conversation with a pharmacist. You are Hari, and the Pharmacist is Syed.

3 You have indigestion. 3 You are feeling giddy and are vomiting. 3 You have injured your knee and it is very painful.

When you take a pain killer, you should know that acidity is a side effect.

Drugs which give relief from pain.Example: SaridonDrugs which cure fever. Example: CrocinDrugs which destroy worms.Example: FlagylDrug which neutralises acidity in human digestive system.Example: GelusilDrugs used to treat allergy.Example: AvilDrugs used to prevent or relieve vomiting.Example: AvominDrugs used to control dysentery.Example: Eldopar

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Begin like this:Hari : Hello, Get well pharmacy! Who’s calling please?Syed : Hello, My name is Abdul Syed, I would like to know if …Hari : ___________________________________________________________

______________________________________________________________________________________________________________________

Syed : _________________________________________________________________________________________________________________________________________________________________________________

Hari : _________________________________________________________________________________________________________________________________________________________________________________

Syed : _________________________________________________________________________________________________________________________________________________________________________________

Hari : _________________________________________________________________________________________________________________________________________________________________________________

Syed : _________________________________________________________________________________________________________________________________________________________________________________

Hari : _________________________________________________________________________________________________________________________________________________________________________________

Syed : _________________________________________________________________________________________________________________________________________________________________________________

Hari : _________________________________________________________________________________________________________________________________________________________________________________

Syed : _________________________________________________________________________________________________________________________________________________________________________________

Hari : _________________________________________________________________________________________________________________________________________________________________________________

Syed : _________________________________________________________________________________________________________________________________________________________________________________

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Activity 38

Ask your partner the following questions and note down his or her answers in the blank space provided in the outer ring.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Activity 39

Now write a paragraph describing your partner with the answers you have noted down.. 3 Use past tense, will and going to wherever applicable. 3 Use linkers. 3 Guess from the context what function the following words perform – long, often,

far, much, many, fast, old and well.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 40

Now present your write-up to your friend or the whole class.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Activity 41

Fill in the last column in the KWL chart in Activity 2.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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12. Wrap up

Activity 42 Project

Students may be introduced to the idea of project. They may be encouraged to research a topic and prepare a report in about 1000 words.

Topics can include : Organic chemistry/inorganic chemistry/chemistry and environment/role of chemistry in our daily life.

The following chart may serve as a guideline for each student’s presentation. However, it need not be rigid. The teacher can have his or her own plan.

Student presentation 15 minutes

Debate / interaction 7 minutes

Student feedback 4 minutes

Teacher feedback 2 minutes

CLIL : semester 2 Rubrics

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CLIL : Semester 2Assessment Rubric

Productive use of language

Level Descriptor Score

C2 Shows mastery in the use of present and past continuous forms and demonstrates a great degree of confidence in using sentence structures with coherence in speech and writing.

5

C1 Shows proficiency in the use of present and past continuous forms and demonstrates good control in using coherent sentence structures in speech and writing.

4

B2 Shows a good degree of control in the use of present and past continuous forms and demonstrates ability to use coherent sentence structures in speech and writing.

3

B1 Shows knowledge of present and past continuous forms and demonstrates ability to use coherent sentence structures with some amount of guidance in speech and writing.

2

A2 Shows some degree of knowledge of present and past continuous forms and demonstrates ability to use coherent sentence structures with adequate support in speaking and writing.

1

A1 Shows very limited knowledge of present and past continuous forms and demonstrates very minimal ability to use coherent sentence structures in speaking and writing. Evinces the need for remediation and support.

0

C2 – Mastery or Proficiency C1 – Operational Proficiency or Advanced B2 – Vantage or Upper Intermediate B1 – Threshold or Intermediate A2 – Waystage or Elementary A1 – Breakthrough/Beginner

CLIL : semester 2 Rubrics

50

CLIL : Semester 2Assessment Rubric

Speaking

Level Descriptor Score

C2 Pronunciation of English sounds is very clear with appropriate rhythm. Able to communicate effectively with a wide range of coherent structures.

5

C1 Pronunciation of English sounds is good with good rhythm. Able to communicate well with a good range of coherent structures.

4

B2 Pronunciation of English sounds is almost clear with a fair amount of rhythm. Able to communicate with some amount of coherent structures.

3

B1 Pronunciation of English sounds shows some amount of familiarity with limited use of rhythm. Able to communicate with limited coherent structures.

2

A2 Pronunciation of English sounds shows less familiarity and very limited use of rhythm. Able to communicate with very limited coherent structures.

1

A1 Pronunciation of English sounds shows very limited familiarity and no knowledge of rhythm. Able to communicate with less confidence and very little sentence structures.

0

C2 – Mastery or Proficiency C1 – Operational Proficiency or Advanced B2 – Vantage or Upper Intermediate B1 – Threshold or Intermediate A2 – Waystage or Elementary A1 – Breakthrough/Beginner

Documents

Semester 2 - Chemistry