Ecological problems:

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"The Earth Song; First Certificate Listening and Speaking by Fiona Scott-
Barrett, , u :
"Nature is conquered by obeying her Robert C. Ingersoll
"Man is Nature's sole mistake! W.S. Gilbert
"Nature is not a temple, but a workshop and man's the workman in it I. Turgenev
"n Nature there are neither rewards nor punishment there are consequences, u
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"Declaration of nterdependence;
"National American Poem;
2. Pu : "The Earth Song, ,
- u "S u.
M x :
1. Mission by Virginia Evans, Jenny Dooley
2. !nterprise " by Virginia Evans, Jenny Dooley
3. #$%&'(&)* & &)$+) ,-./(0+&1.1 234&% B.. A, A.B. K
4. 5e6 7rogress to First Certificate by Leo Jones
5. First Certificate Listening and Speaking by Fiona Scott-Barrett.
XO YPOKA
T8e pupils are taking t8eir seats at t8eir desks. T8ere are copies of t8e song script b9 Mic8ael :ackson
;T8e !art8 Song< in front of t8e=.
Teacher: Top of the morning, everyone! mean you, pupils and our highly respected guests. Having
nervous jitters? So am . You know, at the previous lesson handed out the words to "The Earth Song
by Michael Jackson, asking you to learn the words. Now we will be privileged to watch the video clip of the
song in question. You are very welcome to join in singing. (3 min)
T8e video clip is s8o6n.
Teacher: We have just seen the clip and it is not by chance. The reason why we have chosen the topic
"Environmental problems is quite vivid. Why?
PupiI 1: Because our planet is on the verge of a Global Ecological Catastrophe.
Teacher: You are absolutely right. What do you think we are talking about?
PupiI 2: Firstly, if you ask me, we shall have to give a general idea of the ecological situation on our planet
Teacher: Right to the point. What else?
PupiI 3: We have to highlight the most dangerous tendencies that have deadly consequences for us.
Teacher: You have got the case. And now let's brainstorm these dangerous tendencies.
> 6ord 6eb is dra6n on t8e blackboard 6it8 ? topics @!cological dangerous tendenciesA Water
conta=inationB >ir pollutionB Traffic congestionB >cid rainB Cestruction of t8e oDone la9erB @=issedA 5oise
pollutionB CeforestationE
Teacher: And now let's consult the diagram on the screen and compare our answers and see if we have
missed anything important.
PupiI 4: We have missed two problems, noise pollution and deforestation
Teacher: Do you think these two points are equally important to those we have enumerated?
PupiI 4: Yes! Because noise pollution negatively affects our health and well being. The problems related to
noise include: hearing loss, stress, high blood pressure, sleep loss, destruction, lost productivity, and a
general lowering of the quality of life.
PupiI 5: Deforestation. To be on the safe side, deforestation alters the amount of water in the soil, and the
groundwater and moisture in the atmosphere.
Teacher: Well done, thank you very much. appreciate your answers. What else shall we dwell upon in
our final lesson on the topic?
PupiI 6: Personally think that it won't be an exaggeration to try showing what can be done to save our
planet from the disaster. What can be done to save our planet?
1. t is common knowledge that one should take the unwanted waste to the rubbish bins instead of
throwing it away. 2. t stands to reason that we've got to influence big companies by boycotting any
products which are harmful to the environment. 3. You won't be surprised at my telling you that it is
desirable not to use a car while travelling use a public transport instead. 4. don't think that will take
you aback by saying we'd better start buying ozone-friendly products. 5. And last but not least, we should
make double sure we'd rather stop using metal cans. Start using glass bottles (because they are
recycled).
Teacher: As you have become aware there are lots of problems but, unfortunately, we are pressed for
time to discuss them all but at least about three of them we shall talk. Let's single them out:
The cIass in chorus: Global warming, Air pollution, Traffic congestion.
T8e t8ree pictures displa9ing t8ese t8ree proble=s are on t8e screen.
Teacher: Let's recollect the words and word expressions related to each problem.
>fter pupils 8ave na=ed t8e 6ordsF t8e sa=e t8ree pictures appearF 6it8 t8e 6ords 6ritten under eac8
picture.
Teacher: Now the assignment is offered to you to use the words and expressions listed and you are about
to do the following ...
T8e t6o pictures for co=parison appear on t8e screen.
Teacher: Please, compare and contrast the pictures. As we practised this activity in the 10th form the
words on the desks will help you to accomplish the task correctly. (See >ppendiG H.) (I =in)
And the question to you is which environment depicted in the two pictures would you like to live in the
future?
PupiI: t goes without saying in the second of course.
Teacher: And to meet our common wish what measures shall we have to take?
PupiI: As we have already mentioned.
Teacher: And now suggest that we should be divided into two groups. The task to deal with word
formation is given to the 1st group (see >ppediG ) the task to deal with error correction to the other.
(see >ppediG I) You will choose one representative from each group to announce the answers. (" =in)
Teacher: Will you tell me what we have learnt after having read the texts and done the assignment?
PupiI 1: ... (5o =ore t8an t8ree sentences.)
PupiI 2: ... (5o =ore t8an t8ree sentences.)
Teacher: We have discussed the problem AR POLLUTON. Now have a look at the picture am holding.
@T8e picture depicting T8e GLJK>L W>RMI5G.E What can you see in it?
PupiI 3: A polar bear is sunbathing in the sun and the penguin is like a waiter serving him cold beverages
it is quite unnatural for animals living in the Arctic.
Teacher: You have guessed what we are going to talk about now! Yes, global warming!
Before reading the article concerning the problem, please, look at the diagrams. You probably have
discussed the problem of global warming in your Physics and Biology lessons and now come up to the
screen and tell us what you know about the phenomena.
Teacher: And to know more about the problem we shall be scan reading the article 5 minutes are given
to you, so get down to business. The text of the article is on your desks.
GLOBAL WARMING
As long ago as the 1960s Professor Bert Bolin predicted "global warming, caused by an increase in the
amount of carbon dioxide (CO2) in the atmosphere, would lead to significant changes in the Earth's
climate.
1 __________
But most experts now agree that the amount of carbon dioxide in the atmosphere will double from 0.03%
to 0.06% in the next 50 years and that temperatures worldwide will rise by 2 Celsius.
Although a temperature rise of 2 may not seem significant, the local effect may be much greater: by 2025
a rise of 10 is possible in polar regions and 4 in Northern Europe. ndeed the first effects will be felt by
the end of the century-perhaps they are already being felt...
But how does the greenhouse effect operate and why should such a tiny proportion of CO2 have such a
harmful effect?
When living creatures breathe out and when things are burned, CO2 enters the atmosphere.
2 __________But the balance of nature has been disturbed. n power stations, in factories and in cars, we
are burning more and more fossil fuels (coal, oil and natural gas). Eighteen billion tons of CO2 enter the
atmosphere every year. And the destruction of forests means that there are fewer trees to convert the CO2
into oxygen.
3 __________
As sunlight enters the atmosphere, the surface of the earth is warmed. Some of this heat escapes back
into space, but the rest is trapped by CO2, which acts rather like the glass in a greenhouse, allowing
sunshine and heat to pass in but not out again.
4 __________
As the temperature rises, the amount of water vapour in the air will increase and this, too, will absorb more
of the Earth's heat. The oceans, too, will become warmer and store more heat, so that they increase the
warming effect.
According to some scientists, the polar icecaps will start to melt and the oceans will expand as more snow
and ice melts. Because the exposed ground, formerly covered in snow, won't reflect the heat so well it will
absorb more sunlight and this will lead to even more snow melting.
Scientists predict that the level of the sea will have risen by 1/2 to 112 metres by 2050. This will affect
many low-lying areas of the world millions of people today live less than one metre above sea level.
5 __________ For Northern Europeans, the extra warmth may be welcome but there is also likely to be
increased rainfall.
But many areas may suffer: the southern states of the USA can expect hotter summers and less rainfall,
leading to worse conditions for agriculture, and the Mediterranean region may well be much drier and
hotter than now.
Many experts believe that the Greenhouse Effect will bring significant changes to the Earth's climate,
though they don't all agree how long this will take, or what form it will take. 6 __________
>nd t8e assign=entA Six sentences have been removed from the article. Choose from the sentences AG
the one which best fits each gap 16. There is one extra sentence you don't need to use.
A) Until recently all of this was adsorbed by trees and plants which converted it back into oxygen.
B) So the amount of CO2 in the atmosphere is increasing all the time.
C) Some areas may actually benefit: the higher temperatures may allow a longer growing season for
example.
D) At the time his predictions were regarded as science fiction.
E) But it certainly looks as if the inhabitants of this planet will have to get used to living in the warmer
world.
F) Consequently, the temperature rises.
G) Surprisingly, the amount of CO2 in the atmosphere has continued to fall.
Answer Key: 1. D; 2. A; 3. B; 4. F; 5. C; 6. E; G is extra.
Teacher: We have worked too much and it won't be an exaggeration if we stretch our muscles. Please,
stand up on the screen as well on the wall you can see An American National Poem so, while doing
the warm- up read aloud what it runs about. (2 min)
Teacher: We have discussed the second issue and now the last but not the least traffic congestion. To
understand the problem we are about to listen to the recording. You will hear a radio programme
discussing some new research into the environmental effects of cycling compared to driving. (See
>ppendiG ".)
Teacher: We have seen the clip of The Earth Song and suggest our making a motto of it for our lesson
let's hold hands and once again see the clip and catch the tune to let people realize what is being done to
our planet and what demolitions are being caused.
W8ile singing t8e teac8er evaluates t8e pupilsL activities at t8e lesson b9 sa9ingA ILd like to appraise t8e
activit9 at 6ork... and =ore t8e 6orking creativit9 at t8e lessonM
EARTH SONG
Mic8ael :ackson
What about sunrise,
What about rain
What about all the things
That you said we were to gain...
What about killing fields,
s there a time
What about all the things
That you said was yours and mine...
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
The crying Earth, the weeping shores?
Aaaaaaaaah Aaaaaaaaah
What have we done to the world,
Look what we've done
What about all the peace
That you pledge your only son...
What about flowering fields,
s there a time
What about all the dreams
That you said was yours and mine...
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
The crying Earth, the weeping shores?
Aaaaaaaaah Aaaaaaaaah
used to dream,
used to glance beyond the stars
Now don't know where we are
Although know we've drifted far.
Aaaaaaaaah Aaaaaaaaah
Hey, what about yesterday (what about us)
What about the seas (what about us)
The heavens are falling down (what about us)
can't even breathe (what about us)
What about apathy (what about us)
need you (what about us)
What about nature's worth (ooh, ooh)
t's our planet's womb (what about us)
What about animals (what about it)
We've turned kingdoms to dust (what about us)
What about elephants (what about us)
Have we lost their trust (what about us)
What about crying whales (what about us)
We're ravaging the seas (what about us)
What about forest trails (ooh, ooh)
Burnt despite our pleas (what about us)
What about the holy land (what about it)
Torn apart by creed (what about us)
What about the common man (what about us)
Can't we set him free (what about us)
What about children dying (what about us)
Can't you hear them cry (what about us)
Where did we go wrong (ooh, ooh)
Someone tell me why (what about us)
What about babies born (what about it)
What about the days (what about us)
What about all their joy (what about us)
What about the man (what about us)
What about the crying man (what about us)
What about Abraham (what was us)
What about death again (ooh, ooh)
Do we give a damn
Aaaaaaaaah Aaaaaaaaah
Appendix 1:
The Iist of usefuI words and word combinations/expressions to use whiIe comparing and
contrasting the pictures given.
@T8e pupils 8ave to realiDe t8at t8ere is no need speaking first about one picture and t8en turn to t8e ot8er
one.E
1) n contrast to
2) n the first/the second picture one can see
3) Compared to
4) However
5) Moreover
6) Not only ... but also
7) Although
8) On the one hand/on the other hand
9) Whereas/Whereas it is
10) While
11) As well as
12) On the contrary
13) Different to
14) To have one or two thing in common
15) n comparison to
16) n order to
17) n addition
18) Generally speaking
19) First of all
20) Not only that, but also think
21) There are various/several/many reasons for this
22) First/Firstly, second/Secondly
23) Another significant point is that
24) Because of
25) That is why
26) n that respect
27) The result of this is
28) Another aspect/point is
29) Although it is true that ... it would be wrong to claim that
30) One could argue that ... but
f there is a shade of doubt it is possible to suppose/to guess using the following expressions of probability,
addition and conclusion:
1) t is probably/most probably
Appendix 2:
Fill in the gaps with words derived from the words in brackets.
There are many problems which (1)_______ (threat) our natural environment. Acid rain, (2)_______
(globe) warming and air and water (3)________ (pollute) are among the most serious ones. There are
several ways to help improve the situation. Firstly, we should encourage (4)_______ (recycle) because it is
the (5) _______ (produce) of new materials which causes the most damage. We must learn to reuse
things like plastic bags and glass jars. Secondly, driving an environmentally-friendly car is also (6)_______
(help). Furthermore, joining an (7)_______ (organize) which plants trees or cleans up beaches would be a
(8)_______ (prove) that you are really (9)_______ (concern) about the environment. Lastly, supporting
groups such as Greenpeace, which try to prevent many (10)_______ (environment) disasters, would help
to ensure that our planet will be clean and safe for the future generations.
Answers: 1. threaten; 2. global; 3. pollution; 4. recycling; 5. production; 6. helpful; 7. organization;
8. proof; 9. concerned; 10. environmental.
Appendix 3:
ERROR CORRECTION
Look at the text below. Some of its lines are correct, so put a tick (/) next to them. Some others
include an extra word which ou must cross out. !he first two lines have been done as an
example.
" T8e Los >ngeles is 6ell kno6n for bot8 t8e 8ig8
NN level of its air pollution and t8e efforts =ade to control
1 it. However, the "City of Angels is not neither
2 unique nor the worst one example of a polluted
3 city. Tokyo has such a serious air pollution
4 problem that oxygen masks are been supplied to
5 policemen who they direct traffic on busy roads. Milan,
6 Ankara, Mexico City and Buenos Aires face
7 their similar problems. The task of cleaning up
8 air pollution, though yet difficult, is not
9 impossible. Use of fuels that are low in
10 pollutants and a change to very less polluting
11 forms of power generation are methods
12 currently being in used. The example
13 of London, as well as to other cities,
14 has shown that major improvements in
15 air quality can be achieved in ten of years or less.
Answer Key (Error correction): 1. not; 2. one; 3. V; 4. been; 5. they; 6. V; 7. their; 8. yet; 9. V; 10. very;
11. V; 12. in; 13. to; 14. V; 15. of
Appendix 4:
When answering Yes/No questions:
The opinions you hear are unlikely to be expressed in exactly the same words as the questions,
but you should choose Y (Yes) if the meaning is the same.
Read the instructions carefully to check if you are being asked to listen for opinions expressed by
any of the speakers or only one of the speakers.
You will hear a radio programme discussing some new research into the environmental effects of cycling
compared to driving. For questions 17, write Y (Yes) next to opinions which are expressed by any of the
speakers and N (No) next to opinions which are not expressed at all.
1. The findings of the research are unexpected.
2. n some circumstances, driving is more environment-friendly than cycling.
3. The research was biased.
4. The findings are inaccurate.
5. Breathing problems are made worse by car fumes.
6. People shouldn't use cars for short journeys.
7. Car sharing is not popular at present.
Listening Tapescript
Presenter: And finally, we report on a piece of research which turns conventionaI environmentaI
wisdom on its head: an environmental consultancy has concluded that cyclists create more pollution
than cars! have two guests to comment on this Jane Wheeler of CAC the Clean Air Campaign and
Duncan Grey of the British Motorists' Association. Are you not somewhat taken aback by these findings,
Jane?
Jane: Well, 'm flabbergasted, albeit rather dubious, must say.
Presenter: Duncan, perhaps you could explain for our listeners what the evidence is?
Duncan: Yes, well, with pleasure. The consuItancy group measured the amount of carbon dioxide
exhaIed by four cycIists traveIIing five miIes to work, and compared it to the amount of the same
gas which wouId be generated by four motorists traveIIing the same distance in one car. WeII, the
cycIists wouId produce 1,108 grams of carbon dioxide, compared to 1,102 grams produced by the
car, driver and passengers. Presenter Extraordinary! Jane, what's your reaction to that?
Jane: Well, firstly, 'd like to point out that the research was initiated by an association of drivers, though
admittedly not the one that Duncan works for, and the head of the consultancy group which conducted the
research is a member of that association's committee. It seems IikeIy therefore that the research set
out to vaIidate the motorists' stance, and was Iess objective than if it had been carried out by a
neutraI organization. Secondly...
Duncan: Excuse me for butting in, Jane, but that's not entirely fair. You may not be aware of the fact, but
an independent authority, a sports scientist at Edinburgh University, has confirmed the findings, and has
even suggested that the exhalation rate calculated for the motorists is too high. So the final figure for the
car and its passengers together could be even lower than the research indicates.
Presenter: So pretty damning to the cyclists, then. Jane, you were saying before...?
Jane: Yes. Well, I'm not a scientist, so I'm not in a position to argue with the figures, though they still
sound pretty dodgy to me. However, even if the statistics are correct, it doesn't alter the fact that carbon
dioxide is onIy one of the noxious gases which cars emit and which poIIute the atmosphere,
contribute to gIobaI warming and cause or aggravate respiratory diseases.
Answer Key: 1. Y; 2. Y; 3. Y; 4. N; 5. Y; 6. N; 7. N
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