Цілі: вдосконалювати навички усного мовлення й читання; розвивати куль- туру спілкування й мовленнєву реакцію учнів; виховувати відповідальне ставлення до довкілля.
Procedure
1. Warm-up
Клас
Дата
1) Have you ever heard of an organization called Greenpeace?
2) Do you know what they do?
2. Vocabulary practice
Fill in the gaps.
Greenhouse heat energy carbon dioxide Burn Climate thicker fossil fuels Thickening gases power stations back
Carbon Dioxide, one of the (1) … Gases, not only exists naturally in the
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| atmosphere but is also produced when humans fossil fuels (coal, oil and gas). Cars, (2) … and factories all burn (3) … for (4) … (to make a car move or | |
| generate electricity). This adds more (5) … (6) … to the atmosphere, (7) … | ||
| the blanket of greenhouse gases surrounding the earth. This means that | ||
| fewer rays of (8) … from the sun are able to get (9) … out into space. So, | ||
| much like a (10) … duvet keeps you warmer at night, the thicker blanket of | ||
| (11) … is warming the earth up and changing our (12) …. | ||
| 3. | speaking | |
| Create short conversations about the environment using the vocabulary | ||
| below and try to expand: eating, horn, blue whale, leopard, dam, drilling, | ||
| energy, petroleum, offshore, rig, deforestation, sea turtle, bamboo, panda, | ||
| hunting, deforestation, China, oil spill, Serengeti, rhinoceros, Africa, snow |
leopard, climb, mountains, ocean, condor.
a. Which animal would you like to protect?
B. …
a. How is it endangered?
B. …
a. Why do you want to protect it? / What do you like about it?
B. …
4. Reading
Read the text and answer the questions.
Greenpeace is an international organization that protects the environ-
ment. In past years, they have worked to end whale hunting and nuclear
testing. More recently, they have added other environmental issues to their
crusade, such as global warming, nuclear power, and genetic engineering.
Greenpeace has offices in over forty countries, and has about 2.8 mil-
lion supporters worldwide. The organization receives money from private
donations only, never from governments or corporations. Any government
or corporate money is returned. Charitable foundations may also donate
money.
The organization began in the early 1970s when it wanted to stop an
underground nuclear test in Alaska. The United States had planned to deto-
nate a nuclear bomb in a wildlife refuge for sea otters, bald eagles, peregrine falcons, and other wildlife. Greenpeace sailed a boat into the testing area.
Although the US removed the activists and carried out the test, a national
outcry prevented additional tests. The area was later turned into a wildlife sanctuary. Similar protests were made against the French, who tested nu- clear devices in the Pacific Ocean.
Greenpeace is well known for its protests around the world. Of course they also attend international conferences, meet with politicians, adver- tise, and educate the public, just to name a few of the ways they fight for the environment. But they are most famous for the protests which involve “direct action”. Volunteers sabotage or vandalize facilities, as well as ar- range demonstrations and sit-ins. These are only some examples of direct action. A less hands-on approach, such as donating money, is indirect ac- tion. With direct action, Greenpeace hopes to bring the media’s attention to a problem, who will then report it to the general public. As such, Green- peace looks for creative ways to get on the news. One common method has been for volunteers to place their boat in front of a harpoon or whaling ship to save the whales. This creates a powerful image for TV news and newspa- pers. The organization refrains from any violent protests, though. Their official mission statement is: Greenpeace is an independent, campaigning organization which uses non-violent, creative confrontation to expose glo- bal environmental problems, and to force solutions for a green and peaceful future. Greenpeace’s goal is to ensure the ability of the earth to nurture life in all its diversity.
Many of Greenpeace’s activities are considered illegal, either because they involve trespassing onto private property or they are acts of civil diso- bedience. For all the good they may have done to help save the Earth, some opponents have called the organization “environmental terrorists”.
1) What is Greenpeace?
2) What does Greenpeace fight against?
3) Who donates money to the organization?
4) How did the organization start?
5) What happened to the Alaskan sanctuary?
6) How does Greenpeace bring change and protect the environment?
7) What is Greenpeace particularly noted for?
8) Can you explain “direct action?”
9) Why are Greenpeace’s activities often illegal?
10) What do Greenpeace’s opponents call the organization?
5. Reading and speaking
Do ex. 4, p. 153.
6. Reading and speaking
Do ex. 5, p. 153.
7. summary
What do you think of environmental groups like Greenpeace?
8. Homework
Do ex. 6, p. 154.
Lesson 57
W r I t I ng e SS a YS
Цілі: формувати навички письма; вдосконалювати навички усного мовлен- ня, читання; розвивати культуру спілкування й мовленнєву реакцію учнів; ви- ховувати зацікавленість у розширенні своїх знань.
Procedure
1. Warm-up
Name the types of writing you know.
2. speaking
Discuss the following questions.
Клас
Дата
1) Does the environment belong principally to the human race?
2) Do your consumption habits destroy the habitats of other species?
3) Do you think that developers should be permitted to build big hotels and tourist complexes in the most beautiful places in your country?
4) Should the private motorist be made to pay more heavily through high- er road tax, petrol prices, parking fees and motorway tolls?
5) Should cars be banned from city, town and village centres?
6) Are you for or against nuclear power?
7) Does your country need stricter laws to punish noisy neighbours or dis- cos which play loud music late at night?
8) Are your country’s seas, rivers and / or lakes clean to swim in?
9) What government and private campaigns are there in your country to
protect and improve the environment? Are these campaigns motivated by concern for the lives and habitats of species other than our own?
3. Reading
Do ex. 1, p. 155.
4. speaking
Do ex. 2, 3, p. 155.
5. speaking and writing
Do ex. 4, p. 156.
6. Reading
Do ex. 5, 6, p. 157.
7. Reading and speaking
Do ex. 7, p. 158.
8. summary
What are five ways that every person can help the environment, start- ing now?
9. Homework
Do ex. 8, p. 160.
Use the following list of environmental issues for your ideas.
Climate change — Global warming • Global dimming • Fossil fuels • Sea level rise • Greenhouse gas • Ocean acidification • Shutdown of ther- mohaline circulation • Environmental impact of the coal industry • Urban Heat Islands
Conservation — Species extinction • Pollinator decline • Coral bleach- ing • Holocene extinction • Invasive species • Poaching • Endangered species
Energy — Energy conservation • Renewable energy • Efficient energy use • Renewable energy commercialization • Environmental impact of the coal industry
Environmental degradation — Eutrophication • Habitat destruction • Invasive species
Environmental health — Air quality • Asthma • Environmental im- pact of the coal industry • Electromagnetic fields • Electromagnetic ra- diation and health • Indoor air quality • Lead poisoning • Sick Building Syndrome
Genetic engineering — Genetic pollution • Genetically modified food controversies
Intensive farming — Overgrazing • Irrigation • Monoculture • Envi- ronmental effects of meat production • Slash and burn • Pesticide drift • Plasticulture
Land degradation — Land pollution • Desertification
Soil — Soil conservation • Soil erosion • Soil contamination • Soil sali- nation
Land use — Urban sprawl • Habitat fragmentation • Habitat de- struction
Nanotechnology — Nanotoxicology • Nanopollution
Nuclear issues — Nuclear fallout • Nuclear meltdown • Nuclear power • Nuclear weapons • Nuclear and radiation accidents • Nuclear safety • High-level radioactive waste management.
Overpopulation — Burial • Water crisis • Overpopulation in compan- ion animals • Tragedy of the commons • Gender Imbalance in Developing Countries • Sub-replacement fertility levels in developed countries
Ozone depletion — CFC • Biological effects of UV exposure
Pollution — Environmental impact of the coal industry • Nonpoint source pollution • Point source pollution • Light pollution • Noise pollu- tion • Visual pollution
Water pollution — Environmental impact of the coal industry • Acid rain • Eutrophication • Marine pollution • Ocean dumping • Oil spills • Thermal pollution • Urban runoff • Water crisis • Marine debris • Micro- plastics • Ocean acidification • Ship pollution • Wastewater • Fish kill • Algal bloom • Mercury in fish
Air pollution — Environmental impact of the coal industry • Smog • Tropospheric ozone • Indoor air quality • Volatile organic compound • Particulate matter
Reservoirs — Environmental impacts of reservoirs
Resource depletion — Exploitation of natural resources • Over- drafting
Consumerism — Consumer capitalism • Planned obsolescence • Over- consumption
Fishing — Blast fishing • Bottom trawling • Cyanide fishing • Ghost nets • Illegal, unreported and unregulated fishing • Overfishing • Shark finning • Whaling
Logging — Clearcutting • Deforestation • Illegal logging
Mining — Acid mine drainage • Hydraulic fracturing • Mountaintop removal mining • Slurry impoundments
Toxins — Chlorofluorocarbons • DDT • Endocrine disruptors • Di- oxin • Toxic heavy metals • Environmental impact of the coal industry • Herbicides • Pesticides • Toxic waste • PCB • Bioaccumulation • Biomag- nification
Waste — Electronic waste • Litter • Waste disposal incidents • Ma- rine debris • Medical waste • Landfill • Leachate • Environmental impact of the coal industry • Incineration • Great Pacific Garbage Patch • Ex- porting of hazardous waste
u n I t 6. SPEaKIng aBout art…
Lesson 58
are Y o U I ntere S ted I n art?
Клас
Дата
Цілі: формувати лексичні навички й навички вимови; вдосконалювати на-
вички читання й усного мовлення; розвивати мовну здогадку й мовленнєву
реакцію учнів; виховувати зацікавленість у розширенні своїх знань.
1. Warm-up
Do ex. 1, p. 165.
2. speaking
Procedure
Do ex. 3, p. 165 (questions 1–6).
3. Vocabulary practice
Match forms of art tools and their definitions.
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Key: 1 e, 2 d, 3 a, 4 h, 5 c, 6 g, 7 b, 8 f.
4. Reading
Do ex. 4, p. 165.
5. Writing
From the text in ex. 4, p. 165 write out all the word which are connected
with painting and which would be useful for describing other paintings.
6. Listening
Listen to the dialogue and do the task.
AT A FLEA-MARKET
V e n d o r. Hello, Madam, What can I do for you today?
C u s t o m e r (picking up a beautiful hand-painted plate). This is quite lovely. Where was it made?
V e n d o r. Oh, I see you have excellent taste. It’s local pottery. It was painted by a local artist.
C u s t o m e r. It’s really something… do you have anything else by this artist?
V e n d o r. Well, I’m not really sure who exactly painted which pieces of pottery, but here are some similar pieces.
C u s t o m e r. No, they’re really not the same.
V e n d o r. Well, how about these here? I had them brought in just this morning.
C u s t o m e r. Yes, those are quite nice. What about the prices?
V e n d o r. Obviously, it depends on what you would like to buy. That plate that you were first looking at costs $50.
C u s t o m e r. $50! That’s quite expensive. I can’t afford that.
V e n d o r. These are hand painted pieces, that kind doesn’t come cheaply. C u s t o m e r. Yes, I understand that. But I really think that $50 is just
too much.
V e n d o r. Listen, I can see that you are in love with that plate. Let’s just make it $45. I’d really like you to take that home with you.
