II. Now return to your original partner and talk about what you have found
out. Make mini-presentations to other groups on your findings.
WORD LIST FOR MODULE 2
1. pollution
2. environmental issues
3. to cause something
4. to destroy something
5. ozone layer
6. to contribute to something
7. the greenhouse effect
8. threat
9. acid rain
10. rainforests
11. endangered species
12. disaster
13. to be affected by something
14. to increase
15. environmental protection
16. fossil fuel
17. alternative energy
18. consumption
19. efficient
20. to conserve
21. waste
22. to join
23. to adopt
24. to reduce/mitigate pollution
25. to be responsible for something
26. to impact/an impact
27. to be exposed to/exposure
28. performance
29. the rest of the world
30. population
31. damage
32. significant
33. to reveal
34. to impede
35. to recycle
36. to conserve
37. to respond to
38. to replace
39. to adopt
40. warning
41. throughout
42. advance
43. considerable
44. however
45. growth
46. to deal with (a problem, pollution)
47. to achieve
48. to bring about something
49. to carry out
50. to realize
51. area
52. similar
53. therefore
54. to reach
55. to remain
56. to solve/solution
57. still
58. way
59. to eliminate (pollution)
60. to take measures
CASE STUDY
Round table
Stage 1. Look at three photos depicting environmental issues. Describe what you can see in each photo.
Stage 2. Think of how to solve the problems. Put down your ideas into the table.
| Problem | |||
| Ideas for improving the situations |
Task. Discuss the problems in groups, and then think of some ideas for improving ecological situations. Discuss your ideas giving reasons for your choices. Try to agree on the best ideas which you think would be worth implementing.
GRAMMAR
PAST TENSES
28a. Read the interview with the student who was one of seven participants in the international youth expedition to the North magnetic pole . Try to identify the underlined tense forms and explain the meaning of grammar structures.
- Maria, how did you find out about the international youth expedition to the North magnetic pole?
- When I saw a photo of the project on a friend's page on the Internet I immediately realized that I had always wanted to participate…I submitted an application, filled out a form, and made a self-presentation video.
- Did you have any training?
- Yes. Having positive stress tolerance is as important as medical tests. During the tests they were measuring stress tolerance, leadership skills, ability to work in a team during two weeks. We were supposed to have ability to take responsibility and make decisions. The main focus was on endurance tests. In addition, we were told about the Arctic - the region where we were going.
- What kind of research did you carry out during the expedition?
- We measured the depth, thickness, and density of snow, and the ratio of snow to water. These measurements can be used to determine how much the climate is changing. Our leader, Mike, had been travelling for 20 years, that was not the first time he had been in the Arctic and he could compare what it had been two decades before and what it had become then. For example, we saw an iceberg that had been brought to the Arctic from Greenland. This is not normal, that had never happened before. Or another example, the reason why we had to stop ahead of time – open water. We encountered it at the beginning of the Arctic spring, 50 kilometres away from our goal. No one expected to see it so early.
28b. Match the past forms in exercise 28a with the meaning.
| 1.When I saw a photo of the project, I submitted an application. 2.Mike had been traveling for 20 years. 3.During the tests they were measuring stress tolerance. | a.temporary situation in the past b.a succession of past actions c.a past situation that took place before another activity |
GRAMMAR FILE