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January 9, 2018 | Author: Anonymous | Category: Science, Environmental Science, Climate Change
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Language Leader Unit 2 Environment Language Leader, Intermediate Student’s Book By David Cotton, David Falvey & Simon Kent Published and Copyright by Pearson Education Limited, 2008 Presentation created by Araya Hongchindaket, 2010

2.1 Local Environment (P.16) • Reading 4. Read the article and answer the questions. (P.17) 1.

How many people took part in the survey? More than 2000

2.

Which groups of people have a particular problem with noisy neighbours?

Residents who were already dissatisfied with their home, residents in medium or high-rise flats

3. According to the survey, how many people have protested: a) To their local government or the police? b)

Two in five To their neighbours? One in four

4. According to the article, why is transport noise not a bigger problem? Because people are able to develop ‘immunity’ to it, they consider it part of the environment

5a) Find words or phrases in the article which mean: 1. 2. 3. 4. 5. 6. 7. 8.

Results (Para 2) findings Survey (Para 2) poll Subjects often discussed (Para 3) issues Size/ level (Para 6) scale Become unaffected by (Para 10) Develop ‘immunity’ Closely connected with (Para 10) synonymous Not thinking about other people’s feelings (Para 10) Lack of consideration Something very important (Para 11) priority

2.2 Changing Environment (P.18) 2b) Match 6 of the words in Exercise 2a with these definitions. 1.

Eating no food at all for a period of time fast

2.

A group of animals or plants of the same kind species

3.

An animal that is hunted and eaten by another animal prey

4. Young bears, lions, tigers, etc. cubs 5. Animals that feed their young with milk from their body

mammals 6. Relating to the sea and creatures that live there

marine

4. Read the introduction to the article and answer the following questions. 1.

2.

How long have sea levels been rising? Are they still rising? For 20 years and they’re still rising (more rapidly) How long has polar ice been shrinking? IS it still shrinking? For 30 years and it’s still shrinking

3.

What success have environmentalists had in their fight against global warming? They’ve had no significant success

Vocabulary: word combinations (P.19) 6a) Match the words on the left with the nouns on the right. 1.

Climate

a) images

2.

False

b) Change

3.

Scientific

c) Journal

4.

Global

d) Effect

5.

Satellite

e) Impression

6.

significant

f)

warming

6b. Complete the text with word combinations from Exercise 6a. 1. Scientific journal 2. Climate change 3.

Satellite images

4.

Global warming

5.

Significant effect

6.

False impression

Grammar: present perfect simple and continuous See ‘Language reference on P.136 • Use the present perfect continuous to talk about an ongoing situation or action that started in the past and is still continuing. e.g. Sea levels have been rising. The climate has been getting warmer.

• Compare the use of the present perfect continuous with the present perfect simple. e.g. We’ve been painting the house. (continuing action) We’ve painted the house. (completed action)

• We also use the present perfect continuous to talk about the reason for something in the present. We are more interested in the activity than the result. e.g. Why are you wet? Because I’ve been washing the car. Is the car ready? Yes, I’ve washed it. (So now it is ready.)

! To describe repeated actions we use the present perfect simple, not the present perfect continuous. e.g. I’ve watched that film ten times. I’ve been watching that film ten times.

8. Underline the most appropriate form. Sometimes both forms are correct. 1.

Has been disappearing

2.

Has been shrinking

3.

Has already vanished

4.

We’ve been waiting

5.

Has sent

6.

Has been trying

2.3 Extreme environment (P.20) Grammar: indirect questions 3. Look at the questions in the table. Then look at Track 1.11 on pages 176-177, find exactly how they were asked and note them down.

Direct questions

Indirect questions

1. What is the biggest volcano in Can I ask what the biggest the world? volcano in the world is? 2. Can people go inside volcanoes?

3. Is Vesuvius an active volcano?

4. Why do volcanoes stop erupting?

Do you know whether people can go inside volcanoes?

Could you tell me if Vesuvius Is an active volcano?

I’d like to know why volcanoes Stop erupting.

See ‘Language reference’ on P.136 • An indirect question is a question inside another question or statement. e.g. Do you know what the answer is? • There’re a number of introductory phrases that can be used to begin an indirect question. For example: I’d like to know… Can/ Could you tell me…?

Do you know…? I wonder…

• Use indirect questions in formal situations or to be tentative. e.g. Could you tell me if it’s OK to use mobiles here? I wonder if she likes me.

!! In indirect questions use statement word order (subject before the auxiliary), not question word order e.g. Do you know where the post office is? Do you know where is the post office?

• We use if or whether to introduce yes/ no questions. e,.g. Are they expensive? I wonder if/ whether they are expensive.

!! We only question marks if the introductory phrase itself is a question. e.g. I’d like to know how much it costs. Do you know how much it costs?

6a) Change the direct questions into indirect questions. Use introductory phrases from Exercise 3. 2. Can you tell me how many volcanoes…? 3. Do you know how many eruptions were reported…? 4.

I’d like to know if you can go…

5.

Could you tell me what causes a volcano…?

6.

Can you tell me which the biggest…is?

7.

Do you know which volcano has been showing…?

8. I’d like to know when Vesuvius destroyed… 9.

Could you tell me when Vesuvius last erupted?

10. Can you tell me whether a lot of people …?

Vocabulary: adverbs (P.21) 8. Look at the highlighted adverbs in the extracts and match them with the adverbs in the box. Deliberately

intentionally

Relatively

comparatively

Normally

perhaps

Perhaps

possibly

Mainly

mostly

Slowly and pensively

thoughtfully

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