- •Unit 1 ‘The Environment’
- •1. Complete the questionnaire below about your everyday activities. Analyze your answers and decide if you can call yourself a friend of planet Earth.
- •2. Share your analysis with the class to find out who is the most planet-friendly student in your group. Explain your choice.
- •The environment
- •It is not uncommon today to see people picking up and recycling trash left in public recreation areas.
- •Unit 2 ‘Ecological Problems’
- •1. Student a and Student в: your texts deal with air pollution.
- •Air Pollution
- •Water Pollution
- •1. Complete the table with the derivatives of the following words:
- •2. Match the words in Column a and Column b to form collocations. In several cases more than one variant is possible.
- •3. Now use the expressions from Exercise 2 to complete the following sentences. Pay attention to the form of the verb.
- •4. Use the texts and consult a collocations dictionary to complete the word maps below with collocations for the words ‘pollution’, ‘harm’ and ‘waste’.
- •5. Fill in the gaps in the text with suitable words: Top 5 Environmental Issues in Australia
- •Storm clouds on the horizon
- •1. Match the sentences a-c with pictures 1-3.
- •2. Complete the sentences using the future perfect or future continuous.
- •3. Complete the dialogue with verbs in the future continuous or future perfect.
- •1. Work with a partner and discuss the following question.
- •2. Read What can you do to help? about what you can do to help prevent climate change. Talk to a partner or in small groups.
- •What can you do to help? The top tips
- •Unit 3 ‘Working out solutions’
- •1. Answer the following questions about the article.
- •2. Arguments for and against using nuclear power
- •1. Explain or paraphrase the word(s) in italics in the following sentences.
- •2. Match the collocations from paragraphs 4 and 5.
- •3. Complete the following sentences using one of the collocations from Exercise 2.
- •4. Find words in the text that match the definitions below.
- •1. Discuss the questions in small groups.
- •2. Analyse the following survey report and present the results of your analysis to the group.
- •Recycling - How Important Is It Really?
- •In the comprehension check you were asked how you think people should be encouraged to participate in recycling programmes. Discuss your opinion with the class.
- •1. Work with a partner. What benefits of recycling do you remember?
- •2. Match the underlined words with their definitions. You will hear these words in the listening activity.
- •1. Now listen to a talk on recycling and answer the following question.
- •2. Compare with a partner what you understood.
- •3. Listen again and take notes of myths about recycling that the speaker destroys.
- •1. Listen to a radio interview with an animal protection activist and answer the question.
- •2. Compare with a partner what you understood.
- •3. Listen again and take notes of the solutions mentioned.
- •And the environment”
- •Bibliography
Storm clouds on the horizon
Climate change is now something that we cannot close our eyes to, and governments all over the world have finally realized that they have to sit up and take notice. These are some of the things that many scientists predict will happen if we carry on polluting the atmosphere with CO2 emissions.
Short term: by the year 2050
More than a third of the world's plant and animal species will have 1.___________ extinct.
The ice in the Arctic Sea will melt every summer, causing the extinction of polar bears, and many glaciers, for example on Mount Kilimanjaro, will have 2._____________ completely.
50% of the world’s ski resorts will have 3.____________ due to lack of snow.
Mid term: by the year 2100
Sea levels will have 4. ____________ by between 16cm and 69cm. This means that low-lying islands like the Maldives will no longer be habitable.
The number of serious coastal storms and tsunamis will have 5. ____________. Northern European cities, e.g. Paris and London will be 6. ____________ 50 days a year of heatwaves when temperatures are over 30°C (there are currently 6-9 days).
Long term: by the year 3000
Temperatures will have 7. ____________ by about 15°C.
Sea levels will have 8. ____________ by more than 11 metres, flooding large areas of Bangladesh, and many low-lying cities, such as London. Hundreds of millions of people will be displaced.
One third of the world will be 9. ____________ from extreme droughts, and half the world will be 10. ____________ moderate droughts. Tens of millions of Africans will have to emigrate.
/From New English File. Upper-intermediate Student’s book. Clive Oxenden, Christina Latham-Koenig/
Compare your answers with a partner.
Match the underlined verb forms from the text with the correct tense names, i)-iii).
The ice in the Arctic Sea will melt every summer…
50% of the world’s ski resorts will have closed down…
One third of the world will be suffering from extreme droughts…
the future with will
the future continuous
the future perfect
Fill in the gaps in the descriptions with the correct tense names from Exercise 4.
To make predictions about the future in general we often use a)_____________.
To predict an action in progress at a particular time in the future we use b)____________.
c)_____________ locates an action that will happen before a particular time in the future.
Language Bank Future Perfect and Future Continuous 1. future perfect: will have + past participle We use the future perfect:
Phil will have completed his course by this time next month.
Maddie will have met Peter at the airport by now. (I know the plane arrived at 4.00 and it is now 4.30)
2. future continuous: will be + verb + -ing We use the future continuous :
This time next week I’ll be flying to Mexico.
OK, I’ll pick Karen up at 8.00. (decision at the time of speaking) This use sounds more formal than the present continuous for future plans.
I mustn’t phone my father now. He’ll be watching the football. /From Developing Grammar in Context. Mark Nettle and Diana Hopkins/ |
Grammar practice