Lengua Inglesa para Maestros (2014-2015) Environment

WASTE VERBO MALGASTAR

WASTE SUSTANTIVO DESECHAR, NO SIRVE
DEAL LIDIAR, NEGOCIAR ,
GOODS SUSTANTIVO / PRODUCTO , ADJETIVO / BUENO

UNIT 4. ENVIRONMENT

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WARM UP
1. Do you think making children aware of
environmental issues is important? Give reasons
for your answer.

Who should take responsibility teachers, parents,

politicians, etc? everyone

2. Read the following paragraph. Do you agree with

its content, do you think action is being taken to
encourage a love for nature in kids? -

3. In groups. Think of slogans you could pin up on

the
classroom
board
to
foster
childrens
awareness of environmental topics.

4. In groups. List activities that could be developed

with kids in class.

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5. You are taking your pupils to the countryside, how

would you explain this poster they see in the
parking area?
-

Take nothing but photographs

Leave nothing but footprints

Kill nothing but time

Take nothing but photographs; leave nothing

but footprints, kill nothing but time.

HOW GREEN IS YOUR LIFESTYLE?

6. Do you think your lifestyle is green? Answer the

following questions to find out how green your
lifestyle is:
You need to buy some food for
dinner. What would you probably
do?
a.

b.

c.

d.

a.
Walk to the local market with your
reusable shopping bag, and buy
some organic food.

I dont give it much thought.

Everything goes in the same bin.

b.

Drive your car to the supermarket,

buy more than you need and put it
all into disposable plastic bags.

I carefully separate out paper,

plastic metal, glass and organic
waste for recycling.

c.

As well as recycling my waste. I

often buy recycled goods.

Make a meal from whatever you

find in the cupboards.
Phone for a pizza, eat half of it and
throw the rest in the bin along
with the box.

Which description best reflects your

electricity consumption at home?
a.

How do you usually deal with

waste at home?

d. In the past I used to separate

my
rubbish
and
recycle
packaging but Ive stopped
doing it now.

You see an advert on TV for a

new eco-friendly car. What do you
probably think?

I go round switching off the

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b.

c.

lights.

a.

If it is a reasonable price I might

buy that when I need a new car.

We leave all the lights on and

have TVs switched on in different
rooms.

b.

Thats just marketing. It probably

pollutes as much as standard
cars.

c.

Not another green message. Im

so bored with these ads.

I have low energy light bulbs and

energy efficient appliances.

d. I used to be more energyconscious but I dont think things

I
can
do
will
help
the
environment.

d. It would be better if we all used

public transport and bicycles.

7. Discuss in pairs who has a greener lifestyle. Give

reasons and examples to support your position.

SOME ENVIRONMENTAL THREATS

8. Vocabulary:
Below
you
will
find
some
environmental threats. Fill in the blanks with one
Oil spillage
Greenhouse effect
Aerosol sprays
Peril
Litter
Overdevelopment

Pollution
Endangered species
Natural resources
Damage
Ozone layer
Congestion

of the words or phrases from the table below:

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1. Sewage water can be easily avoided with the

provision of adequate sewage treatment facilities.
2. The problem of .. could have been
prevented by specific building policies.
3. Man-made chemicals, which are used as coolants in
refrigerators, the ozone layer.
4. If the necessary steps are not taken the ..,
which causes the long term warming of the planet, could
prove to be a great . for mankind.
5. As tourism is a resource-dependent, it must be
committed to the preservation and protection of
..
6. Waste paper baskets and rubbish bins should be provided
in order to make people think twice before throwing
. on the ground.
7. Incidents such as . tanker .. are usually
given substantial media coverage.
8. The screens us from 99% of harmful solar
radiation.
9. People are gradually becoming conscious of the damage
produced by .. to the ozone layer.
10. .. will be one of the main problems if the
carrying capacity of tourist resorts is not taken into
consideration.
11. Conservation does not only mean looking after nature
but also after animals, especially .

9. Discussion: Which of the threats above have

special influence on the area where you live? Give
examples.
10.Video activity. After watching the video decide
whether the following statements are TRUE of
FALSE. Correct the false statements.

1. In the last century the temperature hasn't changed

much.
T/F
2. The gases thrown into the atmosphere started to
become a problem since the Industrial Revolution.
T/F

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3. Scientists believe that the Greenhouse effect has

turned worst due to the gases that humans release.
T/F
4. The fall in temperatures we have experienced in recent
years proves the Global Warming is happening.
T/F
5. The future implications of the rise of temperatures are
clear.
T/F
6. There is nothing we can do to prevent Global Warming
from happening.
T/F

Define the following words:

a. Global Warming:

b. Drought:

c. Floods:

TAKING ACTION
11.Listening.
Eco-revolution.
Listen
to
a
radio
programme and complete the journalists notes:
One major corporation that is introducing more innovative
green projects is 1.................... The company have installed
2............................. solar panels on the rooftops of their
headquarters. These panels can provide 3.................% of
the companys electricity at peak times. The investment will
pay for itself in 4................................ and then theyll have
cheap electricity for many years. The company makes
donations
to
charity
if
staff
5...................................................... or ................... to work.

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It also provides a 6.................. service for staff. And if they

must use their cars they can get cash incentives to
7.............. .....................................................
PB copy is a small 8.................................. company in
Canada. They use an 9.................................. to power their
equipment.
Customers
can
help
by
10.............................................. while theyre waiting for
their copies.

12.Vocabulary. Match the words and phrases to the

definitions:
Organic,
refillable,
eco-friendly,
reusable, packaging, recycling

disposable,

a. Word to describe
again: ................

can

something

that

be

used

b. Relating to methods of growing food without using

artificial chemicals: ...............
c. Intended to be used once, then thrown away: ...............
d. Process of treating used objects and materials so that
they can be used again: ...............
e. Container or material that a product is sold in: ...............
f.

Not bad for the environment: ...............

g. Word to describe something

again: ....REFILLABLE............

that

can

be

filled

13. Find below some ideas to help the environment.

Match both columns:
1. Recycle

a. electrical appliances

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1.
C

2.
B

2. Save

b. public transport

3. Use

c. glass, metal and paper

4. Switch off

d. environmental policies at
work

5. Share

e. cars

6. Reduce

f. traffic congestion

7. Support

g. the environment

8. Protect

h. energy

3.
E

4.
A

5.
E

6.
F

7.
D

8.

14.Use the vocabulary above to prepare a five-point

proposal for children to reduce your schools
impact on the environment:
ECO-GUIDELINES
1.
2.
3.
4.
5.

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15.Reading. Here you have some ideas to save

money(ahorrar dinero) by using your school resources
efficiently. Compare with your ideas listed in the Ecoguidelines:

SAVE MONEY BY USING RESOURCES EFFICIENTLY

If your school wants to cut costs, one of the best ways of saving money is to be
energy efficient. Here are the six things your school can do today to reduce
spending.
1. Turn off all office equipment when youve finished with it. When a
computer is left on all the time, it costs your school over 50 every year.
If you switch it off after work you could reduce this to 15 a year. If you
work in a small place with ten PCs, youll save over 300 per year.
2. Turn off lights in empty rooms and replace bulbs with energy saving ones.
If you simply turn off lights in rooms and corridors that arent being used
youll reduce lighting costs by as much as 15 per cent.
3. Reduce water consumption by turning off taps. A dripping tap can waste
500,000 litres of water per year. Unless you stop it, it could cost your
school 400 per year.
4. See if your school waste could earn you money by selling it to another
business so that they can use it in their products. When you recycle your
waste by selling it to another business, you save five per cent of your
business turnover.
5. If you keep your heating at a constant temperature (and shut all windows
and doors), you make your school more energy-efficient. Just increasing
your room temperature by one degree sends your heating costs up by
eight per cent.
6. If you make sure the cooling systems and air conditioning are clean and
free from dust youll keep them operating at maximum efficiency.

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Match the two parts of the sentences according to

the article:
1. Your lighting costs will go down
2. If you switch off the computers
in a small office,
3. You waste 5000,000 litres of
water
4. If you recycle your waste

a. If your taps are dripping

b. By keeping the temperature
constant
c. It will operate more efficiently
d. If you turn lights off when
youre not using them
e. youll save five per cent of
your business turnover
f. you can save around 300 per
year

5. Youll save money on heating

6. if your air conditioning is free
from dust,
1.B

2.G

3.A

4.E

5.

6.

16. WRITING. You want students, parents and staff to

know how you are going to act to reduce your
schools impact on the environment. Therefore; you
are going to write an article to be published in the
school magazine explaining the measures you are
going to take. Your article should have 150-200
words, please remember not to list the ideas but to
explain them.
Take into consideration the following features of a
good magazine article:
a
b
c
d
e
f

An attention-grabbing title.
An interesting first line.
Colourful or descriptive language.
Questions that make the reader think.
A style that is neither too formal nor too informal.
A thought-provoking ending.

MEETINGS
17.Answer the following questions about meetings:
a. Give examples of meetings you have attended.

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b. What is a meeting? Write a definition.

c. People meet to achieve something. What are the
reasons people have to hold a meeting?
d. If we focus now on formal meetings at the school, the
essential elements of a meeting are:

a purpose: problem-solving, training, ....

an agenda: the list of points to be discussed. It

should contain the date, people attending,
purpose of the meeting and main points to deal
with.

the members: the chairperson, the secretary

and the other members.

a result: the outcome of the process.

the minutes:
secretary.

the

report

written

by

the

18.The chairperson (portavoz). The role of the

chairperson is vitally important because he/she runs
the meeting. The chairpersons main tasks are:
1. Start and finish the meeting on time.
2. Set the ground rules.--> reglas generales
3. Ensure that the objectives are met.
4. Control
the
proceedings.

discussion

and

direct

the

5. Encourage participation.
6. Ensure that all views are reflected in the
meeting.
7. Summarise the decisions.
8. Conclude the meeting and refer to future action.

19. Here is some useful language for the person

chairing a meeting. Match the following expressions
with tasks number 1, 4, 5, 7, 8:

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a. Right, shall we get started?

b. Id like to give the floor to
c. The first thing we have to discuss is.
d. To sum up
e. Ms.Peterson, is there anything you would like to say?
f.

We seem to be losing sight of the main issues.

g. Shall we take a vote? All those in favour? All those

against?
h. I declare this meeting closed.
i.

Whats your opinion?

j.

Lets move onto the next point then.

k. Does anyone have any further comments?

l.
1.

4.

5.

Lets get down to business.

7.

8.

METHODOLOGICAL APPROACHES
See Florida Campus for information and activities

REFERENCES

Dignen,B. S. Flinders & S. Sweeney (2004). English 365Book 2. Cambridge: Cambridge University Press.
Dubica, I. & M. OKeeffe (2010). Lifestyle Intermediate
(coursebook). Harlow: Pearson.
Harrison, L. (2010). Lifestyle Intermediate (workbook).
Harlow: Pearson.
Laws, A. (2000). Meetings (The Business Skills Series).
London: Summertown Publishing.

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Mioduszewska, M., J. Gallego, A. Olivares & M. A. Urquia

(1997). Checkpoint 2. Madrid: Editorial Centro de Estudios
Ramn Areces, S.A.

Internet resources
www.childrenoftheearth.org
http://www.youtube.com/watch?v=oJAbATJCugs

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