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Question
Imagine that you are conducting a research on the conservation of a few animal species in India. You have been asked by the Wildlife Trust of India to prepare a report on the future of the YAK that lives in the Ladakh region of the Himalayan mountains . In groups of four, discuss the issue and make notes for your report. Refer to the Question 2 and the information in the box given here.
| DOMESTIC YAK |
| herd animals 2-2.2 m tall |
| used in sports |
| kept for milk , fur , fibre , meat , drawing ploughs etc |
| WILD YAK |
| length:3-3. 4m |
|
habitat: treeless uplands
|
| killed for food |
| insulated from cold by dense, close matted under hair , shaggy outer hair |
| hunted for similar reasons as the domestic ones |
Within your group, discuss
• What is the problem? How has it arisen?
• What is the best way to preserve these species?
• Why do we need to preserve these species?
• What values need to be inculcated in the hearts of human beings? Why?
• What actions would you recommend to the World Wildlife Federation?
• How is global warming affecting these species?
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Solution
A : Yaks are found in the Himalayan uplands. Domestic yaks are about 2 – 2.2 metre tall, while the wild ones are bigger measuring about 3 – 3.4 metre. How do they preserve themselves?
B: They have thick fur all over their body. The fur acts as insulation and keeps them warm in the extreme cold temperatures of the Himalayas. Why do we need to preserve them?
C: Domestic yak is used for milk, fur, meat and farming related work. They are also used as sports. The wild variety is poached for its fur and meat. What dangers do they face?
D : Because of increasing human activities around yak’s habitat they are facing extreme danger of becoming endangered. The growing pollution level and related global warming has resulted in melting of the Himalayan glaciers. This may reduce the habitable area for yak. What actions would you recommend to save them?
A: Like any other animal, yak is also part of the important food chain and helps maintain the ecological balance of the Himalayan region. An awareness programme should be undertaken to educate people about the values associated with yak. They also give unique identity to the Himalayan fauna. People’s participation can give wonderful results as has been seen in the case of black bucks of Rajasthan.
B: Some sanctuary should be earmarked for them on the lines of sanctuaries meant for tigers and rhinos. This will help in carrying out proper steps to preserve one of the important species of the Himalayan region.
APPEARS IN
RELATED QUESTIONS
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REFERENCE ON AMELIA EARHART
o The Sound of Wings by Mary S. Lovell, 1989, Century-Hutchinson Ltd., ISBN 0-09-1 73596-3
o Last Flight by Amelia Earhart (arranged by George Palmer Putnam from correspondence), 1988, Crown Publishers, ISBN 0-51 7-56794-6
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o Biography: Amelia Earhart by Blythe Randolph, 1987, Frankin Watts Publisher, ISBN 0-531-100331-5
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1) `"www.ellensplace.net/eaeintr.html"`
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3) `"www.acepilots.com/earhart.html"`
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| Within the diamond haze of the beach, something dark was fumbling along. Ralph saw it first and watched until the intentness of his gaze drew all eyes that way. Then the creature stepped from the mirage on to clear sand and they saw that the darkness was not all shadow but mostly clothing. The creature was a party of boys marching approximately in step falling on two parallel lines. |
The author uses these words to create an atmosphere of mystery and suspense. The 'something' becomes clearer ... clearer still .... until finally we learn what it really is. |
Present Continuous
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_________________________________________
Exchange notes with your partner. Read out your partner’s information as a news broad¬cast. Use the present perfect tense to report I express actions completed in the recent past but whose effect still remains.
Use your imagination to make the news item sound exciting
Choose one suitable word from the given options to complete the paragraph.
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| (A) (i) x (ii) a (iii) an (iv) the |
| (B) (i) the (ii) some (iii) a (iv) one |
| (C) (i) a (ii) an (iii) the (iv) x |
| (D) (i) their's (ii) their (iii) his (iv) our |
| (E) (i) a (ii) x (iii) the (iv) some |
| (F) (i) x (ii) a (iii) an (iv) the |
| (G) (i) This (ii) There (iii) That (iv) These |
| (H) (i) some (ii) few (iii) x (iv) a few |
| (I) (i) x (ii) a (iii) an (iv) the |
| (J) (i) a little (ii) few (iii) some (iv) little |
| (K) (i) there (ii) their (iii) they're (iv) these |
| (L) (i) the (ii) a (iii) an (iv) x |
| (M) (i) an (ii) a (iii) x (iv) the |
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| somebody | anybody | nobody | everybody |
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Look at the following sentences.
Match words from the different columns to make reasonable predictions. Then write them down in the space below. One has been done as an example.
Is there enough variety of content?
On the basis of the questionnaire, hold a conversation with your partner - one could be a radio jockey and the other could be the pilot.
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Look at these extracts from longer texts. Decide which marker/connector could be used in the blanks to indicate what comes next. e.g.
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SAID and TOLD
Be careful with the use of said and told. Look at these examples.
(a) He told me to stop work.
They told us they had four children.
She said (that) they were finished.
We said (that) we were leaving at 6 o’clock.
What would you use when ordering somebody to do something: told or said?
(b)
Fill in the blanks using said or told.
Add any other words that you think are necessary.
- He ________ to sit down and I did.
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- They ________ about the disaster and we listened carefully.
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