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ENGLISH FOR ENVIROMENTAL MANAGEMENT ©Imelda Zorro Rojas, MA 1

IIIINGLÉS TTTTÉCNICO

PROGRAMA DE TECNOLOGÍA EN GESTIÓN PÚBLICA AMBIENTAL

IMELDA ZORRO ROJAS

ESCUELA SUPERIOR DE ADMINISTRACIÓN PÚBLICA



Director

HONORIO MIGUEL HENRIQUEZ PINEDO

Subdirector académico

CARLOS ROBERTO CUBIDES OLARTE

Decano de pregrado

JAIME ANTONIO QUICENO GUERRERO

Coordinador Nacional de A.P.T

JOSE PLACIDO SILVA RUIZ


IMELDA ZORRO ROJAS

Bogotá D.C., Noviembre de 2008


ENGLISH FOR ENVIROMENTAL MANAGEMENT

SCOPE AND SEQUENCE

UNITS Linguistic Competence

Listening, Speaking

Reading, Writing

Assessment and Evaluation

UNIT 1: Nature and its

Phenomena

1.1. The Weather (4 hours) 1.2. The water (4 h) 1.3. The Amazon Rainforest (4h)

Instruction………..….. 12 hours

Evaluation….………..…4 hours

Autonomous work……32 hours

Verbs in use

Simple present

Present continuous should/shouldn’t

Grammar in context

Comparative -superlative

Vocabulary in context

Types of clothing, seasons

Talk about

rainforest

(Tape script)

Identifying points of

view about …

CD episode

PODCAST tapescript

Language Passport

Understanding

weather phenomena

Language

Biography

Matching words and

concepts

UNIT 2: Changes in the

environment 2.1. The industrial revolution (3h) 2.2. Natural disasters (3h)

2.3 Environmental Issues (3h)




Verbs in use.

Simple past; Be and

regular verbs

Past simple/past continuous.

Infinitive forms

Expressing preferences

Listening about

airplanes

PODCAST

Identifying points of

view about nature

and its phenomena

CD, PODCASTS

Language

Biography

Completing a chart

based on the reading

UNIT 3: Humans and the

environment

3.1. Drug wars (4h) 3.2. The info-revolution (4h) 3.3. Energy alternatives(4h)




Verbs in use.

Present perfect tense

Simple past tense for “Be

and regular verbs

Arguing about good

and bad actions

Watching Video:

taking care of planet

Language

Biography

Identifying cause

and effect (video

program)

UNIT 4: The participation in national and international

protocols 4.1. The Kyoto protocol ( 4h) 4.2. The Montreal protocol (4 h) 4.3. The Rio de Janerio Protocol (4h)




Verbs in use.

Modal verbs

Future forms

Discussing problems

around the world and

in Colombia

(PORTFOLIO)

Answering

comprehension

questions and stating

a point of view.

Language

Biography

Dossier:

Articles related to

topics from units 1-4

Module and portfolio

Final Evaluation……. 4 hours

Total # of hours =192

Listening, speaking,

reading and writing

Consolidation of the

topics

Peer-evaluation

Answer key


DE LOS NUCLEOS TEMÁTICOS Y PROBLEMÁTICOS

El plan de estudios del Programa de Tecnología en Gestión Pública Ambiental, modalidad a Distancia, está estructurado en cuatro núcleos temáticos y en contenidos complementarios. “-Los contenidos nucleares son aquellos ámbitos del saber de la Gestión Pública Ambiental en los cuales se debe poseer capacidad de problematización efectiva.-“. Son los contenidos básicos en los que un Tecnólogo en Gestión Pública Ambiental debe formarse para ser competente y así atender todos los requerimientos personales y profesionales que exige su desempeño. Esto también exige la organización básica de la comunidad académica de la ESAP, integrada por investigadores, docentes, egresados y estudiantes que se integran en torno a la investigación, la docencia y la proyección social, en un campo del saber de la gestión pública ambiental.1

1 Tomado de la propuesta de acuerdo Por medio del cual se crean y organizan los

Núcleos Académicos de la ESAP. Por El Consejo Académico Nacional de la

ESAP.

Formación

Humanística

y

Cuantitativa

TECNOLOGÍA EN GESTIÓN

PÚBLICA AMBIENTAL

Gestión del

Desarrollo

Ambiental

Territorial

Organizaciones

Públicas y

Gestión

Ambiental

Economía

Ambiental

y Ecología


EL TRABAJO DEL TUTOR El tutor tendrá libertad de cátedra en cuanto a su posición teórica o ideológica frente a los contenidos del módulo, pero el desarrollo de los contenidos de los módulos son de obligatorio cumplimiento por parte de los tutores. Los Tutores podrán complementar los módulos con lecturas adicionales, pero lo obligatorio para el estudiante frente a la evaluación del aprendizaje son los contenidos de los módulos; es decir, la evaluación del aprendizaje deberá contemplar únicamente los contenidos de los módulos. Así mismo, la evaluación del Tutor deberá diseñarse para dar cuenta del cubrimiento de los contenidos del módulo. El Tutor debe diseñar, planear y programar con suficiente anticipación las actividades de aprendizaje y los contenidos a desarrollar en cada sesión de tutoría (incluyendo la primera), y diseñar las actividades para todas las sesiones (una sesión es de cuatro horas tutoriales). También debe diseñar las estrategias de evaluación del trabajo estudiante que le permita hacer seguimiento del proceso de autoaprendizaje del estudiante. Los módulos (asignaturas) de TGPA son de dos créditos (16 horas de tutoría grupal presencial por crédito para un total de 32 horas), tres créditos (48 horas de tutoría grupal presencial) y de 4 créditos (64 horas de tutoría grupal presencial, distribuidas así:

MÓDULO DE INGLÉS TÉCNICO (4 créditos) No. Créditos

Horas por crédito

Total horas Tutoría Grupal

No. de sesiones

Horas por sesión

No. mínimo de encuentros tutoriales*

No. max. sesiones por encuentro

2 16 32 8 4 2 8 3 16 48 12 4 3 12 4 16 64 16 4 4 16 * El número de encuentros se programara de acuerdo con las distancias y costos de transporte de la Sede Territorial al CETAP, por ejemplo para los casos de los CETAP de Leticia, San Andrés, Mitú, Puerto Inírida y Puerto Carreño, se podrán programar un mínimo de dos encuentros para un módulo de 2 Créditos (16 horas por encuentro), tres encuentros para un módulo de 3 créditos y cuatro encuentros para un módulo de 4 créditos. Encuentro: número de veces que se desplaza un Tutor a un CETAP para desarrollar un módulo. Sesión: número de horas por cada actividad tutorial, por ejemplo: 8-12 a.m., 2-6 p.m., 6-10 p.m.


MÓDULO: TECNOLOGÍA EN GESTIÓN PÚBLICA AMBIENTAL IDIOMA TÉCNICO (4)

POBLACIÓN: Estudiantes de Segundo Semestre de Tecnología en Gestión Pública Ambiental (APT) DURACIÓN: 192 horas distribuidas en 64 horas presenciales (4hrs x 16 semanas) y 128 horas de trabajo autónomo.

INTRODUCCIÓN

Este módulo es el producto de experiencias de enseñanza e investigación que

ofrece un material útil e interesante para aprender la lengua inglesa. Los temas

fueron escogidos de acuerdo a la edad y a los intereses de los jóvenes y adultos

participantes. El módulo fue diseñado para abordar textos, en su mayor parte

auténticos que les permita alcanzar un nivel pre-intermedio (B1 en la escala del

Marco Común Europeo de Referencia para el Aprendizaje, la Enseñanza, y la

Evaluación de Lenguas Extranjeras). Las temáticas escogidas guardan relación

con ciencias naturales, el uso de recursos y los riesgos ambiéntales, disciplinas

relacionadas con el campo de estudio de los usuarios. La gramática y el

vocabulario se presentan en forma contextualizada facilitando el desarrollo de

competencias cognoscitivas y lingüísticas. Los ejercicios proponen ir más allá de

la comprensión literal para estimular el pensamiento crítico.

El profesor-tutor y participantes comprobarán el aprendizaje por medio de las

actividades de evaluación contenidas en el portafolio. Esta evaluación formativa

se aplica en las cuatro unidades. Véase: “Portfolio assessment” en la publicación

Common European Framework for Foreign Language (Cambridge Universiity

Press, 2000).

El módulo incluye un instrumento denominado dossier para realizar la co-

evaluación (peer-evaluation). El dossier lo constituyen la colección de trabajos,

tareas y actividades realizadas por cada participante durante el curso. El final del

módulo incluye una sección de respuestas. Se sugiere una evaluación integral

usando una escala de 50 puntos.


PRINCIPIOS RECTORES DEL MÓDULO

Siguiendo metodologías innovadoras en la enseñanza de la lengua extranjera el

módulo sigue los principios que se enumeran a continuación:

1. Los aprendientes han aprobado el nivel elemental A2 (véase

http://www.longmanenglishinteractive.com/correlations/LEI2_CEF_correlation.pdf).

Usan el idioma Inglés para consulta bibliográfica y además tienen una

comprensión del mundo y una cosmovisión de una rica gama de

experiencias en lengua materna que les facilitará otros aprendizajes.

2. Los temas se presentan dentro de un contexto rico en referencias de

imagen, de espacio, de tiempo y de lenguaje para facilitar la comprensión.

Los temas escogidos tienen en común el uso de textos acerca de “asuntos

ambientales” sobre los cuales los estudiantes activan conocimientos en

materia de sus estudios universitarios.

3. Los aprendientes utilizan la lengua extranjera como un medio de

crecimiento personal y profesional.

4. Para incentivar el aprendizaje autónomo el módulo incluye la evaluación por

portafolio que tiene tres componentes: a. Una biografía lingüística b. Un

pasaporte y c. Un dossier (colección del trabajo realizado por los

aprendientes (http://www.coe.int/T/DG4/Portfolio/?M=/main_pages/levels.html)

5. El componente de trabajo independiente permitirá que los aprendientes

desarrollen su autonomía en el aprendizaje y alcancen mejor domino del

idioma extranjero.


OBJETIVOS GENERALES DEL MÓDULO

NIVEL LOGRADO

El usuario del inglés está en capacidad de:

1) comprender textos usados en áreas relacionadas con temas familiares y de

interés en sus estudios.

2) comunicarse acerca de rutinas, tareas simples y conceptos fundamentales de

su disciplina de estudio.

3) describir información personal, de su entrono y de sus necesidades y de los de

la comunidad.

4) Describir experiencias, ambiciones y proponer planes para tomar acciones.

CAMPO COGNITIVO: Los aprendientes lograrán Conocimiento para:

1) Reconocer, reproducir y evaluar la información presentada.

2) Demostrar compresión para organizar información mental, verbal o

gráficamente.

3) Contrastar, comparar y explicar información mental, verbal o gráfica.

4) Aplicar mediante la búsqueda de respuestas: clasificación, uso, ejemplificación

y escogencia para resolver preguntas acerca de lo estudiado.

5) Analizar críticamente para evaluar el contenido y la intención comunicativa de

los textos, tomar una postura e identificar los motivos, las razones, las causas de

un hecho para llegar a una conclusión y proponer una acción.

CAMPO SOCIO-AFECTIVO.

Las unidades que lo componen han sido elaboradas para presentar temas que

incentiven a los aprendientes a:

• Mostrar interés y sensibilidad por temas relacionados con la disciplina de

Gestión Pública Ambiental para lograr a través de los acuerdos

ambientales el bienestar que se debe proporcionar al medio ambiente.

• Mostrar interés por el lenguaje y la comunicación como elemento esencial

de su formación para expresar diferentes puntos de vista en torno a

situaciones ambientales.


• Reflexionar sobre sus experiencias de vida como miembros de una

comunidad.

• Reflexionar y tomar acción sobre su aprendizaje sobre la gestión ambiental

para usar el idioma como un medio para comunicarse.

• Mostrar confianza en los procesos participativos y democráticos

• Valorar el papel de la ciencia en la vida diaria.

• Mostrar preocupación por el bienestar de los demás.

Nota: En el portafolio y en el Apéndice el lector podrá encontrar, en lengua

inglesa, los descriptores del Nivel B1 que están relacionados con los objetivos

del módulo anteriormente descrito.

Modelo de enseñanza.

El módulo ha sido diseñado alrededor del tema “asuntos ambientales ” que

intenta activar el conocimiento previo del aprendiente, darle confianza y permitirle

adquirir el idioma extranjero a la vez que afianza conceptos de sus estudios

superiores.

En las unidades y subunidades se destacan aspectos lexicales que hacen parte

del contexto. La gramática se hace como una actividad de expansión y atiende

las necesidades de un nivel intermedio. Se incluyen vínculos (links) a sitios WEB

para que el aprendiente refuerce su conocimiento.

Se han incluido la sección de listening podcasts. Un vínculo le traslada a ejercicios

de comprensión y le permite ver los scripts de los mismos. La habilidad de habla

“speaking” es, en algunos casos, una continuación de la habilidad del ejercicio de

escucha “listening”. En algunas unidades esta sección apoya los temas de las

lecturas propuestas.

En términos de medición de progreso se presenta evaluación formativa por cada

unidad y una evaluación valorativa al finalizar el curso. El profesor-tutor


administrará su clase teniendo en cuenta las técnicas de grupo para promover

discusiones en binas cuando interactúan y para confrontar información.

Evaluación

Para el módulo se propone una proporción que refleje el proceso de enseñanza

así:

30% = Evaluación de la unidades 1 y 2 (del portafolio) 30% = Evaluación de las unidades 3 y 4 (del portafolio). 20%= Evaluación integral de las cuatro unidades

20%= Evaluación con el instrumento de “peer assessment” (de evolución de pares).


UNIT 1: Nature and its phenomena 1.1. The Weather (4 hours) 1.2. The water (4 hours) 1.3. The Amazon Rainforest (4 hours)

Instruction………..….. 16 hours Evaluation….………..…4 hours Autonomous work……32 hour

1.1 THE WEATHER


GENERAL OBJECTIVE: Given three texts about Nature and Phenomena, the learners will be able to identify the causes and consequences by using English as a means to develop communicative competence.

SPECIFIC OBJECTIVES • To increase the communicative English competence through topics related

to weather, water and Amazon Rainforest. • To develop cognitive abilities that promote critical thinking to state a point of

view with respect to the use of water.

• To promote autonomous learning in a distance education program by providing web pages and exercises.

LINGUISTIC OBJECTIVES: Learners will be able:

• To recognize vocabulary in context by means of matching illustrations to

sentences. •

To read quickly to find specific information by skimming and scanning.


VOCABULARY:

Look at the following four pictures and write 10 words you associate with

what you see.

1) _______________________

3) _______________________

2) ____________________

4)_____________________


PLEASE READ THE FOLLOWING PASSAGE AND ANSWER THE QUESTIONS

1) What cause makes long-term climate?

--------------------------------------------------------------------------------------------------------------------------------------------------

2) Which aspects do affect temperature?

--------------------------------------------------------------------------------------------------------------------------------------------------

The weather is a set of all the phenomena in a given atmosphere at a given time.http://en.wikipedia.org/wiki/Weather - cite_note-0#cite_note-0 Weather phenomena lie in the hydrosphere and troposphere.http://en.wikipedia.org/wiki/Weather - cite_note-1#cite_note-

1http://en.wikipedia.org/wiki/Weather - cite_note-trop-2#cite_note-trop-2 Weather refers to current activity, as opposed to the term climate, which refers to the average atmospheric conditions over longer periods of time.http://en.wikipedia.org/wiki/Weather - cite_note-3#cite_note-3 When used without qualification, "weather" is understood to be the weather of earth.

Weather occurs due to density (temperature and moisture) differences between one place to another. These differences can occur due to the sun angle at any particular spot, which varies by latitude from the tropics. The strong temperature contrast between polar and tropical air which gives rise to the jet stream. Weather systems in the mid-latitudes, such as extratropical cyclones, are caused by instabilities of the jet stream flow. Because the Earth's axis is tilted relative to its orbital plane, sunlight is incident at different angles at different times of the year. On Earth's surface, temperatures usually range between ±40 °C (±72 °F). Over thousands to hundreds of thousands of years, changes in Earth's orbit affect the amount and distribution of solar energy received by the Earth and influence long-term climate.

The climate of any region on the earth is determined by two basic factors: temperature and precipitation. Different combinations of temperature and precipitation are used to classify the Earth’s major climates.

Temperature and precipitation are in turn influenced by several other factors such as: latitude, elevation, and the presence of ocean currents are three natural factors that affect the temperature at a particular location. The extent to which these factors influence climate varies from place to place.


KEY CONCEPTS To recognize the difference between weather and climate. To be aware of the relation between temperature and precipitation in the weather. To take notice of the factors that influence the weather and climate.

Choose the most appropriate word and answer according to the text: Compare your answers with a partner.

1) Jet stream refers to:

_____A name of a river

___An air current

_____A Natural disaster

2) The sunlight is different at different times of the year because:

_____ Its movement

_____ Because of the position of the earth

_____ Because of its heat

3) Temperature and precipitation are influenced by:

____ Latitude, elevation and sunlight

____ Latitude, elevation and ocean current

____ Latitude, elevation and air currents

WRITING AND SPEAKING: Refer to a particular case and describe briefly how weather and climate differs. Discuss your answers with a partner. (Answers may vary) -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------


EXPANSION ACTIVITY: SPEAKING

Based on the reading below and with the help of the illustrations, please answer the following:

1) Why do seasons happen? (Give more details if you have knowledge about it also talk to your partner and express a preference for a season) ------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------

2) What seasons are mentioned on the text and in which regions are they located? -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------

Look at the illustration and find out three more characteristics for each season. Add them to the diagram presented.

Spring:

Flowers bloom,

_________, ________

Winter:

It’s cold, there is

snow,_________

SEASONS Summer :

It´s hot,_________,

_____________.

Autumn: Leaves from trees fall

down,__________, ______


A season is one of the major divisions of the year, generally based on yearly periodic changes in weather.

Seasons happen due to the yearly revolution of the Earth around the Sun and the tilt of the Earth's axis relative to the plane of revolution. In at and Polar regions, the seasons are marked by changes in the amount of sunlight which may cause animals to go into hibernation or to migrate, and plants to be dormant.

The Northern hemisphere is closer to the sun at times of the year than the southern, it is exposed to more light causing summer to come into action at different times as the earth revolves.

In temperate and polar regions generally four seasons are recognized: spring, summer, autumn, winter

In some tropical and subtropical regions it is more common to speak of the rainy (or wet, or monsoon) season versus the dry season, because the amount of precipitation may vary more dramatically than the average temperature. In other tropical areas a three-way division into hot, rainy and cool season is used. In some parts of the world, special "seasons" are loosely defined based upon important events such as a hurricane season, tornado season or a wildfire season.

Stratocumulus perlucidus clouds

On Earth, common weather phenomena include wind, cloud, rain, snow, fog and dust storms. Less common events include natural disasters such as tornados, hurricanes and ice storms. Almost all familiar weather phenomena occur in the troposphere (the lower part of the atmosphere). Weather does occur in the stratosphere and can affect weather lower down in the troposphere, but the exact mechanisms are poorly understood.


LINGUISTIC CONCEPT

Modality: Should

Should" is most commonly used to make recommendations or give

advice. It can also be used to express obligation as well as expectation.

USES OF THE MODAL “SHOULD”

ADVICE: When you go to Berlin, you should visit the palaces in Potsdam.

RECOMMENDATION: You should focus more on your family and less on work.

OBLIGATION: I really should be in the office by 7:00 AM.

EXPECTATION: By now, they should already be in Dubai.

PRACTICE: MATCH THE CORRECT SENTENCES WITH THE TEMPERATURES

(A)

__You should wear a jacket

(B)

__You should wear a T-shirt

(C)

__You should go to the swimming pool


1.2 THE WATER

Your notes -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------


Look at the illustration and identify the water cycle in the three main different

states: ____________, _____________ and __________

Did you know that there is always the same amount of water on the surface

of the earth?

The water cycle. (Taken from http://en.wikipedia.org/wiki/Water_cycle)

The Earth's water is always in movement, and the water cycle, also known as the

hydrologic cycle, describes the continuous movement of water on, above, and

below the surface of the Earth. Since the water cycle is truly a "cycle," there is no

beginning or end. Water can change states among liquid, vapor, and ice at various

places in the water cycle, with these processes happening in the blink of an eye

and over millions of years. Although the balance of water on Earth remains fairly

constant over time, individual water molecules can come and go in a hurry, but

there is always the same amount of water on the surface of the earth.

KEY CONCEPTS

To be aware of water suitability for human beings, animals and plants.

To judge humans management to keep water as clean as possible.


Water Quality

Water quality is a term used to describe the chemical, physical, and biological

characteristics of water, usually in respect to its suitability

for a particular purpose. Although scientific measurements

are used to define water’s quality, it's not a simple thing to

say that "this water is good," or "this water is bad." After

all, water that is perfectly good to wash a car with may not

be good enough to serve as drinking water at a dinner

party for the President! When the average person asks

about water quality, they probably want to know if the

water is good enough to use at home, to play in, to serve in a restaurant, etc., or if

the quality of our natural waters are suitable for aquatic plants and animals.

SPEAKING: Please formulate and write the corresponding questions following the

next four statements. Then interview two partners to search if:

1) They watch their cars at home:_________________________________

2) They usually boil the water: ____________________________________

3) They collect rainy water to use it for watering the plants:______________

____________________________________________________________

4) They buy water by bottles ____________________________________

Work in small gropus and discuss how the use of chemicals modifies the quality

water. (Provide evidences from the following reading) answers may vary.

As the diagram below shows, assessment of the occurrence of chemicals that

can harm water quality, such as nutrients and pesticides in water resources,

requires recognition of complicated interconnections among surface water and

ground water, atmospheric contributions, natural landscape features, human

activities, and aquatic health. The vulnerability of surface water and ground

water to degradation depends on a combination of natural landscape features,

such as geology, topography, and soils; climate and atmospheric contributions;


and human activities related to different land uses and land-management

practices.

READING: Identify specific information from the previous exercise:

1) Water quaility depends of three landscape features, which are those?

______________, _______________ and ______________.

2) There are two chemical elements that cause harm to water, which are those

_____________________, ___________________.

3) The quatlity of water depends of three ground water interconnections, which are

those?

______________, _______________ and ______________.


LINGUISTIC CONCEPT GRAMMAR: PRESENT PERFECT TENSE

To recognize the use of the present perfect tense by context. To write a letter to an editor in a newspaper expressing points of view to make the community aware of the importance of drinkable water.

When writing a letter keep in mind first brainstorm your ideas,

then write a guideline and express the point you want to state ( in

favor or against); try to be concise, coherent and relevant when

expressing your ideas. Use expression for salutation such as dear editor,

and expression for ending your letter such as my best regards…

Present Perfect ( Go to the portfolio section and work on more exercises)

FORM

[has/have + past participle]

Examples:

You have seen that movie many times.

Have you seen that movie many times?

You have not seen that movie many times.

Complete List of Present Perfect Forms

USE 1 Unspecified Time Before Now

We use the Present Perfect to say that an action happened at an unspecified time before now. The

exact time is not important. You CANNOT use the Present Perfect with specific time expressions

such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that

moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such

as: ever, never, once, many times, several times, before, so far, already, yet, etc.


Read the text and work on the writing activity to learn about the present

perfect tense.

More and more nowadays we are hearing about situations where the quality of our

water is not good enough for normal uses. Bacteria and microorganisms have

gotten into drinking-water supplies, sometimes causing severe illness in a town;

chemical pollutants have been detected in streams, endangering plant and animal

life; sewage spills have occurred, forcing people to boil their drinking water;

pesticides and other chemicals have seeped into the ground and have harmed the

water in aquifers; and, runoff containing pollutants from roads and parking lots

have affected the water quality of urban streams.

Yes, water quality has become a very big issue today, partly because of the

tremendous growth of the Nation's population and urban expansion and

development. Rural areas can also contribute to water-quality problems. Medium-

to large-scale agricultural operations can generate in animal feed, purchased

fertilizer, and manure, more nitrogen and phosphorus than can be used by crops or

animals. These excess nutrients have the potential to degrade water quality if

incorporated into runoff from farms into streams and lakes. All this growth puts

great stress on the natural water resources, and, if we are not diligent, the quality

of our waters will suffer.

Writing: Transfer four sentences you may find in the text that express present

perfect tense:

1)_____________________________________________________________

2)_____________________________________________________________

3)_____________________________________________________________

4)_____________________________________________________________

SPEAKING:

By using the following reading, learners will support their opinions by selecting the stars numbers to look for measures to handle water crisis.


LINGUISTIC OBJECTIVE: GRAMMAR Future: will & Modals: should,may or might.

Simple Future has two different forms in English: "will" and "be going

to." Although the two forms can sometimes be used interchangeably,

they often express two very different meanings. These different

meanings might seem too abstract at first, but with time and practice, the

differences will become clear. Both "will" and "be going to" refer to a specific time in

the future. With the modal would, could or may, we are thinking about a particular

condition in the future, and the result of this condition. But there is not a real

possibility that this condition will happen. For example, you do not have a lottery

ticket. Is it possible to win? No! No lottery ticket, no win! But maybe you will buy a

lottery ticket in the future. So you can think about winning in the future, like a

dream. It's not very real, but it's still possible.

Form “Will” Form “Be Going”

[Will + verb] (Am/is/are + going to + verb)

Examples: Examples

You will help him later.

Will you help him later?

You will not help him later.

You are going to meet Jane tonight.

Are you going to meet Jane tonight?

You are not going to meet Jane

tonight.

Complete List of Simple Future Forms

Notice that in the following question part of the speaking will be managed using the auxiliary “will”: “What do you think the headlines about water will be in the next ten years?: Things are being predictable”


But in the answers things seem just predictable so assumptions take place and

those actions became hypothesis represented in the use of modals: would, could

and may. Check the following chart.

result IF condition

WOULD + base verb past simple

I would be happy if I married Mary.

She would marry Ram if he became rich.

Would you be surprised if it snowed next July?

What would you do if it snowed next July?

OTHER USES Sometimes, we use should, could or might instead

of would, for example: If I won a million dollars, I

could stop working. Second Conditional: unreal possibility or dream

The second conditional is like the first conditional. We are still thinking about the

future..

IF condition result

past simple WOULD + base verb

If I won the lottery I would buy a car.

Notice that we are thinking about a future condition. We use the past simple tense

to talk about the future condition. We use WOULD + base verb to talk about the

future result. The important thing about the second conditional is that there is an

unreal possibility that the condition will happen.


PRACTICE: Use future tense and the modals would, could and may in the

following situation related to water crisis.

What do you think the headlines about water will be in the next ten years?

A-Alright, Mayor (fill in your name here), you've got a water crisis in your city.

You're running out of water! Your growing population and new industries demand

more water, which you don't happen to have. You're the mayor -- you're in charge.

How will you solve the problem, since you want to do what's best for your

community (and get re-elected)?

B-There are only two things you can do, increase the supply of water and/or

decrease the demand for water. By using the form below, give your opinions on

what measures you'd use to tackle the problem (which is a real situation happening

at many places in the world every day). Get class discussions going about why you

think some measures would work and some wouldn’t? The discussion will get more

complicated than you think!

SPEAKING: make small groups and select the measure you consider appropriate

to manage water crisis, support the option you have chosen by discussing with

your partners.

Check the Ups and Downs icon to see good and bad points about each measure. Taken from: http://ga.water.usgs.gov/edu/sos3.html

What measures would you use to handle your water crisis?

Select an answer from 4 to 1 stars:

- "Great idea, I'd use it" - "Only a fair idea"

- "Pretty good idea" - "Bad idea, I wouldn't use it"

Mandatory restrictions on water use:

Find new water supplies

(build a reservoir, new wells):

Raise the price of water:

Cut back/stop new developments:

Encourage water conservation:

Buy water from another city/state:


1.3 AMAZON RAINFOREST

READING: Read the following extract and work on vocabulary and and reading

strategies. ( taken from http://en.wikipedia.org/wiki/Image:Deforestationriobranco.jpg)

Deforestation is the conversion of forested areas to non-forested land, for uses

such as: pasture, urban use, logging purposes, and can result in arid land and

wastelands. The removal or destruction of significant areas of forest cover has

resulted in an altered environment with reduced biodiversity. In many countries,


deforestation is ongoing and is shaping climate and geography. Deforestation

results from removal of trees without sufficient reforestation, and results in declines

in habitat and biodiversity, wood for fuel and industrial use, and quality of life.

Forests disappear naturally as a result of broad climate change, fire, hurricanes or

other disturbances, however most deforestation in the past 40,000 years has been

anthropogenic. Human induced deforestation may be accidental such as in the

case of forests in Europe adversely affected by acid rain, improperly applied

logging, fuel wood collection, fire management or grazing can also lead to

unintentional deforestation. However, most anthropogenic deforestation is

deliberate.

The consequences of deforestation are largely unknown and the impacts not

verified by sufficient scientific data leading to considerable debate amongst

scientists.

Linguist Concepts:Vocabulary strategy

The association of words and ideas may add to learning a second language, context contributes to this process. In the next exercise you will notice the use of this strategy associating word to definitions.

VOCABULARY: Based on the reding associate the numbered words to the given definition, notice that they take part of the words written in black on the previous reading. A________________isolated areas, without trees, plants, e.g. logging caused by human beings can cause this problem. B ______________Average weather may include average temperature, precipitation and wind patterns. It involves changes in the variability or average state of the atmosphere over durations ranging from decades to millions of years.

1. Acid rain

2. Anthropogenic

3. Climate change 4. Biodiversity

5. Fuel 6. Wasteland 7. Non-forested


C_______________is the existence of a wide variety of plant and animal species in their natural environments. D_____________: Something consumed to produce energy, especially: a. A material such as wood, coal, gas, or oil burned to produce heat or power. b. Fissionable material used in a nuclear reactor. c. Nutritive material metabolized by a living organism; food.

E ______________The term is often used in the context of environmental externalities in the form

of chemical or biological wastes that are produced as by-products of otherwise purposeful human

activities.

F________________ Land that is desolated, barren, or ravage. G ______________is mostly caused by human emissions of sulfur and nitrogen compounds which react in the atmosphere to produce acids. In recent years, many governments have introduced laws to reduce these emissions. SPEAKING: Based on the reading discuss the following questions with your partners and teacher in class. And pay attention to the types of answer. 1) Can our actions against nature cause disasters? Why natural? -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- 2) What do you know about acid rain, what are the effects on nature? -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- 3) Reading the text, explain other examples in which anthropogenic has caused bad to nature? -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- 4) In your country deforestation has caused serious problems to the environment, which actions have you considered to take care of it? Name 5. Follow the model sentence in present tense.


a) Example: I have bought wood imitation furniture that is made of steel b) __________________________________________________________________________ c) __________________________________________________________________________ d) __________________________________________________________________________ e) __________________________________________________________________________ f)__________________________________________________________________________ LISTENING: Click control and select with the mouse on your computer the following link http://www.sendspace.com/file/fop2nh. Listen to a podcast about rainforests. 1)Search a picture of a rainforest (at www.google.com) and identify some elements mentioned on it. 2) Follow this link to go to the script (guión del podacast) Listening: Rainforest and compare what you have heard. See suggested answer about the picture in the answer key section. 3) Listen again and put the the corresponding letter on the space provided. Check what they represent a) 22.5 ______inches of rain producd annually in some other areas. b) 480 ______distribution of degrees to the north and south of the Equator c) 50% ______regular inches of rain produced annually. d) 75% ______surface on Earth has been covereded on this percentage by tropical rainforests. e) 80 _______sustainability of forests. f) 430= _______varieties of trees that may be found in just one hectare of rainforest. g) 12% ________production of rain generated by the rainforest itself. h) 5.3%. ________ represents the percentaje of rainforest’s coverage of tropical rainforests today.


UNIT 2: CHANGES IN THE ENVIRONMENT 2.1. The industrial revolution (3 hours) 2.2. Natural disasters (3hours) 2.3. Environmental Issues (3 hours)

Instruction (9 hours)

Evaluation (3 hours)

Changes in the environment

GENERAL OBJECTIVE:

• Given three texts learners will bear in mind that industrialization brought changes in agriculture, manufacture and transport and with it the effects on nature, socioeconomic and cultural conditions.

SPECIFIC OBJECTIVES:

• Learners will identify the causes and consequences of global warming. Learners will recognize the development of the industrial revolution through time.

• Learners will understand how the effect of greenhouse works. • Learners will propose alternatives in favor of the planet.


LINGUISTC OBJECTIVE:

• Learners will be able to recognize main events in the past to state a point of view.

Linguistic concept: Verbs A verb is a word used with a subject to say what someone or something does, or what happens to them. Also to mention about events that happened in the past but are mentioned in the present. (History and prehistory information).

READING: Use a remark and write three types of machinery and technological advances that made part of the industrial revolution. -------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------

2.1. THE INDUSTRIAL REVOLUTION

The Industrial Revolution was a period in the late 18th and early 19th centuries

when major changes in agriculture, manufacturing, and transportation had a

profound effect on the socioeconomic and cultural conditions in Britain. The

changes subsequently spread throughout Europe, North America, and eventually

the world. A process that continues as industrialization. The onset of the Industrial

Revolution marked a major turning point in human society; almost every aspect of

daily life was eventually influenced in some way. In the later part of the 1700s there

occurred a transition in parts of Great Britain's previously manual-labor-based

economy towards machine-based manufacturing. It started with the mechanization

of the textile industries, the development of iron-making techniques and the

increased use of refined coal.

A Watt steam engine, the steam engine that propelled the Industrial Revolution in Britain and the world.


Trade expansion was enabled by the introduction of canals, improved roads and railways. The introduction of steam power (fuelled primarily by coal) and powered machinery (mainly in textile manufacturing) underpinned the dramatic increases in production capacity. The development of all-metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries. The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world.

The impact of this change on society was enormous. The First Industrial Revolution, which

began in the eighteenth century, merged into the Second Industrial Revolution around

1850, when technological and economic progress gained momentum with the

development of steam-powered ships, railways, and later in the nineteenth century with

the internal combustion engine and electrical power generation.

The period of time covered by the Industrial Revolution varies with different historians.

Eric Hobsbawm held that it 'broke out' in the 1780s and was not fully felt until the 1830s or

1840s,http://en.wikipedia.org/wiki/Industrial_Revolution - cite_note-3#cite_note-3 while T.

S. Ashton held that it occurred roughly between 1760 and

1830.http://en.wikipedia.org/wiki/Industrial_Revolution - cite_note-4#cite_note-4 Some

twentieth century historians such as John Clapham and Nicholas Crafts have argued that

the process of economic and social change took place gradually and the term revolution is

not a true description of what took place. This is still a subject of debate amongst

historians.http://en.wikipedia.org/wiki/Industrial_Revolution - cite_note-5#cite_note-

5http://en.wikipedia.org/wiki/Industrial_Revolution - cite_note-6#cite_note-6

GDP per capita was broadly stable before the Industrial Revolution and the emergence of

the modern capitalist economy.http://en.wikipedia.org/wiki/Industrial_Revolution -

cite_note-7#cite_note-7 The Industrial Revolution began an era of per-capita economic

growth in capitalist economies.

PRACTICE: make a list of the previous verbs from the reading “·the industrial revolution”

and write the present, the past and identify if they regular or irregular verbs. Find and

make a similar chart to continue.

VERB PRESENT PAST REGULAR IRREGULAR

HAVE HAVE/HAS HAD _____ YES

MARK MARK MARKED YES _____

OCCUR OCCUR OCCURED YES ______

START START STARTED YES _______


2.2 NATURAL DISASTERS

Go to the following link http:http:http:http://en.wikipedia.org/wiki/Storm//en.wikipedia.org/wiki/Storm//en.wikipedia.org/wiki/Storm//en.wikipedia.org/wiki/Storm about Natural disasters

and mention the effects caused by a tropical cyclone. Find out in more

information at:

Storms

Thunderstorm · Tornado

Tropical cyclone (Hurricane)

Extratropical cyclone

Winter storm · Blizzard

Ice storm

Effects: 1) ____________________________http://en.wikipedia.org/wiki/Wind

2) ____________________________

3) ____________________________

4) ____________________________

5) ____________________________

6) ____________________________

7) ____________________________

8) ____________________________

SPEAKING: Follow the link under the picture and find out information about hurricane katrina. Interact with a partner and discuss the caused damages.

The aftermath of Hurricane Katrina in Gulfport, Mississippi. Katrina was the costliest tropical cyclone in world history.


READING: Read about the effects of tropical cyclones and find out causes and consequences. EFFECTS OF TROPICAL CYCLONES

Tropical cyclones out at sea cause large waves, heavy rain, and high winds, disrupting

international shipping and, at times, causing shipwrecks. Tropical cyclones stir up water,

leaving a cool wake behind them, which causes the region to be less favorable for

subsequent tropical cyclones. On land, strong winds can damage or destroy vehicles,

buildings, bridges, and other outside objects, turning loose debris into deadly flying

projectiles. The storm surge, or the increase in sea level due to the cyclone, is typically the

worst effect from landfalling tropical cyclones, historically resulting in 90% of tropical

cyclone deaths. The broad rotation of a landfalling tropical cyclone, and vertical wind shear

at its periphery, spawns tornadoes. Tornadoes can also be spawned as a result of eyewall

mesovortices, which persist until landfall.

Over the past two centuries, tropical cyclones have been responsible for the deaths of

about 1.9 million persons worldwide. Large areas of standing water caused by flooding

lead to infection, as well as contributing to mosquito-borne illnesses. Crowded evacuees in

shelters increase the risk of disease propagation. Tropical cyclones significantly interrupt

infrastructure, leading to power outages, bridge destruction, and the hampering of

reconstruction efforts. Complete the following chart:

NATURAL DISASTERS

CAUSES ______________ _______________ _______________ _______________ _______________ _______________

CONSEQUENCES _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

Possible positive effects of cyclones _____________________ _____________________ _____________________ _____________________ _____________________

Although cyclones take an enormous toll in lives and personal property, they may be

important factors in the precipitation regimes of places they impact, as they may bring

much-needed precipitation to otherwise dry regions. Tropical cyclones also help maintain

the global heat balance by moving warm, moist tropical air to the middle latitudes and

Polar Regions. The storm surge and winds of hurricanes may be destructive to human-

made structures, but they also stir up the waters of coastal estuaries, which are typically

important fish breeding locales. Tropical cyclone destruction spurs redevelopment, greatly

increasing local property values.


2.3 ENVIRONMENTAL ISSUES

1 2

3 4

5 6

7 8


VOCABULARY: Check the numbers given on the previous pictures and put the corresponding number in front of the word.

___ OVERFISHING

___. HUNTING

___ GLOBAL WARMING

___ NATURAL DISASTERS

___ RECYCLING

___ RAINFOREST & DEFORESTATION

___ ANIMLAS IN EXTINCTION

___ LOGGING

_____AEROSOL

_____ SMOKE

Now match some of the following expressions using the previous words, again place the number on the provided space. Check on these expressions ______ Use filters on factory chimneys

______ Use fewer aerosol sprays

______ Fine factories that pollute the air, the seas, rivers and lakes.

______ Ban logging trees.

______ Announce animal’s captivity

______. Ban hunting in forests

______ Label waste baskets when recycling

______ Avoid pollution

_______ Keep nature and take care of biodiversity

_______ Don’t kill animals

______ Do not alter the climate

______ Ban fishing in some areas

9 10


2.3.1.The Ozone Layer THE OZONE LAYER WAS DISCOVERED IN 1913 BY THE FRENCH PHYSICISTS CHARLES FABRY AND HENRI BUISSON.

"The ozone layer" refers to the ozone within stratosphere, where over 90% of the earth's ozone resides. Ozone is an irritating, corrosive, colorless gas with a smell something like burning electrical wiring. In fact, ozone is easily produced by any high-voltage electrical arc (spark plugs, Van de Graaff generators, Tesla coils, arc welders). Each molecule of ozone has three oxygen atoms and is produced when oxygen molecules (O2) are broken up by energetic electrons or high energy radiation.

www.export.gov.il/Eng/_Uploads/4076ozon.jpg

The ozone layer blocks harmful ultraviolet radiation from sun from reaching the Earth. (Ultraviolet radiation can cause certain types of skin cancer.)

READING COMPREHENSION QUESTIONS

1) Who discovered the Ozone Layer?

___________________________________________________________________

2) Look at the previous graphic: What do UV-A and UV-B stand for?

___________________________________________________________________

3) What actions should humans consider to protect the ozone layer?

___________________________________________________________________


2.3.4 THE GREEN HOUSE EFFECT READING: In the following reading find out how the green house works, explain the causes and the consequences of it in the atmosphere.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Imagine a typical urban landscape with factory chimneys puffing columns of smoke and automobiles exhaling trails of exhaust. Now picture a Chinese countryside dotted with carefully cultivated rice paddies, or American Midwestern grassland covered with herda of peacefully grazing cattle. What do these scenes have in common? Although they may seem totally different, these scenes actually share a common characteristic. That characteristic has to do with chemistry. Chemical reactions are taking place in the factories, the automobiles, the rice paddies, and even the cattle herds. The types of chemical reactions are different, but they all produce the same byproduct. And these byproducts may be disrupting the Earth’s climate by heating the Earth’s atmosphere at a rapid rate. This increase in the Earth’s temperature is called the greenhouse effect. The gaseous byproduct of industry and agriculture that cause the greenhouse effect are called greenhouse gases. They include carbon dioxide, water, vapor, methane, nitrous oxides, and chlorofluorocarbons (CFCs) used as refrigerants and in aerosol sprays. The heating process caused by the green house effect is called global warming. When greenhouse gas rise into the atmosphere, they act like a shield of greenhouse glass wrapped around the Earth. That is, they let in sunlight while trapping heat radiated from to Earth. As a result, the atmosphere becomes warmer.


Although scientist may debate the details of the process of global warming, they do agree on some statistics. For example, they know that the amount of carbon dioxide in the atmosphere is at its highest level ever. That level is 25 percent higher than it was in 1860. Scientists expect the amount of carbon dioxide to double by the middle of the next century if humans continue to pump greenhouse gases into the atmosphere at current rates. They also expect the average global temperature to rise between 1.5ºC and 4.5ºC by the year 2050.

Explain on your own words the relationshp between green house effect and global

warming.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2.3.5 OTHER WAYS OF CAUSING DAMAGE TO THE PLANET: THERMAL

POLLUTION:

Modern technology could not exist without the use of heat energy. Yet like many aspects of technology, heat energy can be harmful to the environment. The environment includes the air, land, and water. Much of the heat generated by industrial processes and power plants cannot be used. It is waste heat. This waste heat is often released directly into the atmosphere. Or it may be released as hot water---just dumped into nearby rivers and lakes. Thermal pollution results. Pollution is anything that damages the environment. Thermal pollution occurs when waste heat damages the environment by causing an unnatural rise in temperature. Thermal pollution endangers the survival of plants and animals. Fishes are especially vulnerable to increases in water temperature. Some species can survive only a few hours at temperature above 25ºC. What can be done to reduce thermal pollution from factories and power plants? One solution is the use of a cooling tower. In a cooling tower, hot water from a factory or power plants is cooled as it flows through pipes. By the time the water is released into a nearby river or lake, it has cooled enough so that it is no longer a threat to fishes and other wildlife.


Reading comprehension: Answer the following questions based on the previous paragraph.

1. What is thermal pollution? What types of wildlife are threatened by thermal pollution?

-------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------

2. What is the source of the heat that causes thermal pollution?

-------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------

3. What happens to the excess heat after the water gets cool in the cooling tower?

-------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------

2.3.6 ENDANGERED CREATURES

Getting Ready To Read: Some people in cold climates like to wear fur. Fur keeps people very warm. However, many people believe wearing fur is wrong. They think animal should not be killed just to make clothing. What do you thing? Discuss these questions with your class:

1. Do many people in your native culture wear fur? 2. Should people wear fur? Why or why not? 3. If you lived in a really cold climate, would you wear fur? Why or why not?

-------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------


LISTENING :VIDEO LINK: Use this link and pay attention to what the video suggest for taking care of planet. http://www.youtube.com/watch?v=40KuyBs-S-Q

Check the written messages, copy them and express an additional comment for each message: 1) ____________________________________________________________ 2) ____________________________________________________________ 3) ____________________________________________________________ 4) ____________________________________________________________ 5) ____________________________________________________________ 6) ____________________________________________________________ 7) ____________________________________________________________ 8) ____________________________________________________________ 9) ____________________________________________________________ 10) ___________________________________________________________ 2.3.7 ONLY ONE EARTH Which of the problems presented is the biggest in the world? Ask five people to rank these five problems from “1” for most important to “5” for least important. If you don’t know some of the words here, talk about them with your classmates to learn and reinforce vocabulary. The world’s population is growing. And, as it grows, people use more resources and throw away more garbage. Many people worry about this problem. They try to use less, re- use more, and help make laws to protect the earth. However, other people are more concerned about jobs and food. They may need to fish our cut trees to live. Problem

Person 1

Person 2

Person 3

Person 4

Person 5

Too much garbage

Endangered animal species

pollution

Not enough food

Not enough jobs


Linguistic concept: Formation of Superlative Adjectives

As with comparative adjectives, there are two ways to form a superlative

adjective: short adjectives: add "-est" long adjectives: use "most"- We also

usually add 'the' at the beginning.

Short adjectives

1-syllable adjectives old, fast

2-syllable adjectives ending in -y happy, easy

Normal rule: add "-est" old > the oldest

Variation: if the adjective ends in -e, just add -st late > the latest

Variation: if the adjective ends in consonant, vowel, consonant, double the last consonant

big > the biggest

Variation: if the adjective ends in -y, change the y to i happy > the happiest

Long adjectives

2-syllable adjectives not ending in -y modern, pleasant

all adjectives of 3 or more syllables expensive, intellectual

Normal rule: use "most" modern > the most modern expensive > the most

expensive

REMEMBER

With some 2-syllable adjectives, we can use '-est' or 'most':

• quiet > the quietest/most quiet • clever > the cleverest/most clever

• narrow > the narrowest/most narrow • simple > the simplest/most simple

Exception

The following adjectives have irregular forms:

• good > the best • bad > the worst • far > the furthest


SPEAKING: In groups discuss with your partners the following environmental problems ( Use comparative or superlative degree when giving your opinions)

EXAMPLE: In my opinion the biggest problem is pollution due to the smoke produced by cars, so I think people should use the bycicle more Look at the photos. Then discuss these questions with your class and write sentences using comparative / superlative and should


Vocabulary Check: Look at the words and phrases below. Put a check mark next to the ones that you know. Talk with your class about the words and phrases you don’t know. Write the new words you learn in your vocabulary Log. _______control _______dim _______engines _______estimate (verb) ______fault ______given up ______illegal ______market ______nets ______satellites ______threatens ______tons _______wasteful Vocabulary Note: tuna, cod, haddock, and sablefish are types of fish.

Reading: Answer to the following ten questions; use the numbers to help you find quickly the answers. 1. There is and old saying: “Give a man a fish; you have fed him for today. Teach a man

to fish, and you have fed him for a lifetime.’’ However, today, this saying may no longer be true. The reason is overfishing.

2. The boats in the Maricaban Strait of the Philippines dim their lights and bring in their nets. Fishing with lights is illegal in the Philippines, but the law is often ignored, as it is a better way to catch fish. Fish are becoming very hard to catch in the South China Sea.

3. The boats take their fish to market twenty minutes away. There you can buy fresh

tuna, along with many other kinds of fish. The market, which opens at 6:30 each morning, used to stay open until 10:00 or 11:00. Now the fish are gone by 8:00. Many


of the fish are very small. Some are types people don’t enjoy eating much. One trader has given up fish and sells chicken instead.

4. It is clear that overfishing affects poor countries like the Philippines. But it also affects rich countries. Even though rich countries have enough money to help solve the problem, the fish are disappearing from these areas as well. An area of New England and Canada called the Grand Banks once had excellent fishing. In the 1960s, fishermen caught 1.6 million tons of cod there. Thirty years later, they only caught 22.000 tons. Canada finally had to close the Gran Banks. 40.000n jobs were lost.

5. The effects of overfishing are hidden by statistics. Some reports show that the world’s supply of fish is still growing, even though people fish more. But these reports do not report on the type of fish that are increasing in supply. This can hide the fact that some types of fish are disappearing.

6. Overfishing threatens every waterway. As a result, the world supply of cod and haddock, a favorite fish to eat, has not grown since the early 1970s. Some countries have tried to control fishing for over 100 years, but it hasn’t helped.

7. The problem of overfishing is spreading. Since anyone can fish, many people do. Around the world, the number of fishermen and fish farmers is growing. The total has more than doubled in the past 25 years.

8. When too many people fish, too many fish are caught. In Alaska in the early 1990s, anyone could catch sablefish, although the total amount was controlled. As a result, a year’s worth of sablefish was caught in less than one week. Fish that aren’t eaten immediately must be frozen. Since people pay less for frozen fish than fresh, this kind of fishing is wasteful.

9. But overfishing isn’t the fault of just the fishermen. Governments pay people to fish. A new study by the World Bank says that these payments are worth about $16 billion a year.

10. Open waters and government pay lead to too many fishermen. Canadian scientists estimate that 53% of the world’s boats are not needed. Nevertheless, some countries are still increasing their fishing industries. The number of Chinese fishermen doubled twice between 1970 and 1990.Chinese officials say they want it to grow more. The European Union is fishing in Africa because there are too many fishermen in Europe. Morocco and Namibia tried to end European fishing in the 1990s, but they were not successful. When Europe sold its extra boats in South America, the boats were used to overfish in Argentina.

11. Finally, there is another cause of overfishing: better technology. Many poor countries do not have large boats for fishing. However, the rich countries bring their boats to those countries. These boats have new engines, satellites, and computers. And the technology improves all the time. Better technology makes it easier to catch more fish.

12. Unfortunately, the days of teaching people to fish may be over. There are too many fishermen and too many fish being caught. New solutions to this problem must be found, before there are no more fish to eat.

Questions: 1. What does the “old saying” in the first paragraph mean? __________________________________________________ 2. Why may this saying not be true any longer? __________________________________________________ 3. Why do Philippine fishermen use lights to fish?


__________________________________________________ 4. What has happened to the fish market in the Philippines? __________________________________________________ 5. Where are the Grand Banks? __________________________________________________ 6. How do statistics hide overfishing spreading? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ How is overfishing spreading? ________________________________________________________________ 7. Why is it wasteful to catch too many fish too quickly? ________________________________________________________________ 8. Whose fault is overfishing facts? ________________________________________________________________ 9. Why is the European Union fishing in Africa? ________________________________________________________________ 10. How did European Union boats affect fishing in South America? ________________________________________________________________ 11. How does technology affect fishing? ________________________________________________________________________________________________________________________________________________ Vocabulary Building: Complete the sentences, showing you understand the words in bold: 1. It is wasteful ______________________ 2. Three things you find in a market are___________ ______________ and ________________ 3. _____________ threatens the environment. 4. Please dim ____________ 5. I estimate there are _________________in my school. 6. Overfishing is __________________ fault. 7. _________________ is illegal. 8. I have given up____________. 9. We should not ignore___________. Speaking:

• How do you think people damage the environment? • What should we do with all our garbage? • What is an endangered species? • Should people hunt and fish?


UNIT 3: Humans and the environment

3.1. Drug wars (4 hours) 3.2. The info-revolution (4 hours) 3.3. Energy alternatives (4 hours)

Instruction…………….. (12 hours)

Evaluation……………… (4 hours)


3.1. DRUG WARS

Look at the photo and discuss with a friend: ¿what does it refer to? Exchange ideas with a partner and then answer the comprehension questions.

READING TAKEN AND ADAPTED FROM

http://www.lablaa.org/blaavirtual/tesis/colfuturo/humansecurity.pdf

The control of territory of drug lords has affected peasants as well as aboriginal people; the drug territory has moved the natural habitat of some species and aborigines provoking the destruction of the rainforest ecosystem. The aborigines claim to the government for their rights but unfortunately, the future of the rainforest and its inhabitants is not in the hands of indigenous peoples: it has not been for many years. They have influenced our way of seeing and treating the forest but had no power to protest against the international security policies that have been developed so far away from their reserves. To talk of an autonomous indigenous territory, even when assured by international and national laws, is at present an illusion. Wars in Latin America are directly linked to the expansion of profitable businesses, the majority of them illegal, and none of them delivering any real benefits to the peasants or indigenous peoples of Northwest Amazonia. Thus, how might indigenous and peasant communities, environmentalists and other grassroots and wider social movements mobilize in sufficient strength to prompt transnational corporations, Latin American governments, the USA and the EU to engage seriously in processes and agreements that would allow indigenous peoples to participate in the formulation and implementation of ‘world security’ policies that affect their traditional territories and the global environment? The answer, many think, is the networking of civil society through information and communication technology: however, in a world where less than 1% of people have access to such technology this remains a pipe dream. When they are granted no more than rhetorical ‘participation’ in the governance of their own territory, the chances of the Tukano’s and other indigenous peoples’ perspectives influencing a new global semantic of security seem very limited indeed.


1) How can cocaine affect Colombia’s rainforest? The eradication needs some chemicals that harm natural soils so the cocaine plant can not grow, that is one of the main reasons of the cocaine eradication in Colombia. _________________________________________________________________________

_________________________________________________________________________

2) Can manual eradication help the rainforest soil to recover? Why? _________________________________________________________________________

_________________________________________________________________________

3) Why do Indigenous and peasants can not take real action to recover their land? _________________________________________________________________________

_________________________________________________________________________

3.2 ENERGY ALTERNATIVES:

Geothermal resources range from shallow ground to hot water and rock several miles below

the Earth's surface, and even further down to the extremely hot molten rock called magma.

Wells over a mile deep can be drilled into underground reservoirs to tap steam and very hot

water that can be brought to the surface for use in a variety of applications.

Geothermal technologies include:

Geothermal heat pump: Almost everywhere, the upper 10 feet of Earth's surface maintains a nearly constant temperature between 50 and 60°F (10 and 16°C). A geothermal heat pump system consists of pipes buried in the shallow ground near the building, a heat exchanger, and ductwork into the building. In winter, heat from the relatively warmer ground goes through the heat exchanger into the house. In summer, hot air from the house is pulled through the heat exchanger into the relatively cooler ground. Heat removed during the summer can be used as no-cost energy to heat water. Direct exchange geothermal heat pump: A heat pump without a heat exchanger, which circulates the working fluid through pipes in the ground.


Hot water near Earth's surface can be piped directly into facilities and used to heat buildings, grow plants in greenhouses, dehydrate onions and garlic, heat water for fish farming, and pasteurize milk. Some cities pipe the hot water under roads and sidewalks to melt snow. District heating applications use networks of piped hot water to heat buildings in whole communities. Hot dry rock geothermal energy: Using deep wells into hot rock, a fluid is heated and used to generate power: Dry steam plants, which directly use geothermal steam to turn turbines; Flash steam plants, which pull deep, high-pressure hot water into lower-pressure tanks and use the resulting flashed steam to drive turbines; and Binary-cycle plants, which pass moderately hot geothermal water by a secondary fluid with a much lower boiling point than water. This causes the secondary fluid to flash to vapor, which then drives the turbines. Advantages Krafla Geothermal Station in northeast Iceland Geothermal energy offers a number of advantages over traditional fossil fuel based sources, primarily that the heat source requires no purchase of fuel. From an environmental standpoint, emissions of undesirable substances are small. It is also nearly sustainable because the heat extraction is small compared to the size of the heat reservoir, which may also receive some heat replenishment from greater depths. In addition, geothermal power plants are unaffected by changing weather conditions. Geothermal power plants work continuously, day and night, making them base load power plants. From an economic view, geothermal energy is extremely price competitive in some areas and reduces reliance on fossil fuels and their inherent price unpredictability. It also offers a degree of scalability: a large geothermal plant can power entire cities while smaller power plants can supply more remote sites such as rural villages.


1) What are the benefits of using geothermal energy? _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2) Why is geothermal energy a renewable resource? ______________________________________________________________________________________________________________________________________________________________________________________________________ 3) What are the environmental impacts of using geothermal energy? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4) How much water does a plant require?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


5) What is the visual impact of geothermal technologies? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6) How much water does a plant require?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


3.2. The info-revolution

Read the following information and find an answer to the following question:

1)How does the info-revolution affect the environment?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

The Information Revolution is a phrase we use to refer to the dramatic changes taking place

during the last half of the 20th century in which service jobs (ranging from high

technology, highly skilled professions to low-skill jobs like short-order cook) are more

common than jobs in manufacturing or agriculture. The product of skilled professionals is

the information or knowledge they provide.

The information revolution began with the invention of the integrated circuit or computer

chip. Those chips have revolutionized our lives, running our appliances, providing

calculators, computers, and other electronic devices to control our world.

It is still early enough that no one knows precisely what all of the implications of the

information revolution will be for social life. But clearly changes such as the information

superhighway permitting people to communicate using computers all around the globe, fax

machines, satellite dishes, and cellular phones are changing how families spend their time,

the kind of work we do, and many other aspects of our lives.

2) Why have our lives changed with the use of info-revolution? ______________________________________________________________________________________________________________________________________________________________________________________________________


UNIT 4: The participation of international and national protocols

4.1. The Kyoto protocol (4 hours) 4.2. The Montreal protocol (4 hours) 4.3. The Rio de Janerio protocol (4 hours)

Instruction (12 hours)

Evaluation (2 hours)

GENERAL OBJECTIVE: The Kyoto, Montreal and Rio de Janeiro protocols have established agreements all in favor of the planet. Controversial issues such as global warming, green house effect, and endangered creatures will take part in the abilities of listening, reading and writing so learners will develop his/her knowledge by developing linguistic competences.


Global warming-DVD

This article is about the current period of increasing global temperature. For other periods of

warming in Earth's history, see Palaeoclimatology and Geologic temperature record. See also

climate change

Global mean surface temperature anomaly relative to 1961–1990

Mean surface temperature anomalies during the period 1995 to 2004 with respect to the average

temperatures from 1940 to 1980

Global warming refers to the increase in the average measured temperature of

the Earth's near-surface air and oceans since the mid-twentieth century, and its

projected continuation.

The average global air temperature near the Earth's surface increased 0.74 ±

0.18 °C (1.33 ± 0.32 °F) during the hundred years ending in 2005. The

Intergovernmental Panel on Climate Change (IPCC) concludes "most of the

observed increase in globally averaged temperatures since the mid-twentieth


century is very likely due to the observed increase in anthropogenic (man-made)

greenhouse gas concentrations" via an enhanced greenhouse effect. Natural

phenomena such as solar variation combined with volcanoes probably had a small

warming effect from pre-industrial times to 1950 and a small cooling effect from

1950 onward.

These basic conclusions have been endorsed by at least thirty scientific societies

and academies of science, including all of the national academies of science of the

major industrialized countries. While individual scientists have voiced disagreement

with some findings of the IPCC, the overwhelming majority of scientists working on

climate change agree with the IPCC's main conclusions.

Climate model projections summarized by the IPCC indicate that average global

surface temperature will likely rise a further 1.1 to 6.4 °C (2.0 to 11.5 °F) during the

twenty-first century. This range of values results from the use of differing scenarios

of future greenhouse gas emissions as well as models with differing climate

sensitivity. Although most studies focus on the period up to 2100, warming and sea

level rise are expected to continue for more than a thousand years even if

greenhouse gas levels are stabilized. The delay in reaching equilibrium is a result

of the large heat capacity of the oceans.

Increasing global temperature is expected to cause sea level to rise, an increase in

the intensity of extreme weather events, and significant changes to the amount and

pattern of precipitation. Other expected effects of global warming include changes

in agricultural yields, modifications of trade routes, glacier retreat, species

extinctions and increases in the ranges of disease vectors.

Remaining scientific uncertainties include the amount of warming expected in the

future, and how warming and related changes will vary from region to region

around the globe. Most national governments have signed and ratified the Kyoto

Protocol aimed at reducing greenhouse gas emissions, but there is ongoing

political and public debate worldwide regarding what, if any, action should be taken

to reduce or reverse future warming or to adapt to its expected consequences.

Read about the kyoto protocol then listen to the podcast about “aeroplanes and global warming” by Mike Rayner” look for 5 common aspects this listening refer to and then answer the questions. 4.1 The Kyoto Protocol is a protocol to the United Nations Framework Convention on Climate Change (UNFCCC or FCCC), an international environmental treaty


produced at the United Nations Conference on Environment and Development (UNCED), informally known as the Earth Summit, held in Rio de Janeiro, Brazil, from 3–14 June 1992. The treaty is intended to achieve "stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system. Common aspects 1) International environmental treaty 2) Changes in climate 3) Stabilitation of greenhouse concentrations PODCASTS QUESTIONS AND LINK- Listen to the following podcast and relate the issue to the topic of this unit: Global warming. To confront your answers use the script presented at the end of the module. Look for the answers on the script at http://www.sendspace.com/file/dp7rwu 1) What share was given by the person who wrote the letter? _____________________________ 2) What protocol would prevent the emissions of gas when traveling by plane? _____________________________ 3) What suggestions are proposed to diminish the emission of CO2? _____________________________ 4) How would you contribute? ______________________________ Vocabulary Five words/phrases from the text: vast: extensive uninhabited: without residents developed: advanced in sophistication exotic: unique and unusual, not local or native efficient: functioning in the best way with the least effort Exercise one Vocabulary gap fill. Now use the five words/phrases to fill the gaps in the sentences below: The village had been ………[1] since 1995 when the last family left. People living in ………[2] countries cannot fully understand the problems of the poor. Mangoes and papayas are ………[3] fruits in the UK. Cycling is an ………[4] way to travel around


the village. The desert is a ………[5] open space that is home to all kinds of strange creatures. Exercise two Comprehension: true or false. Decide whether these sentences are TRUE or FALSE according to the text: 1 It is getting more and more expensive to travel by plane. 2 Soon the weather in Britain will be similar to Spain. 3 Planes on international flights pay extra taxes. 4 Scientists are looking for different fuels that are not as harmful. 5 Friends of the Earth are telling people


4.2 The Montreal Protocol on Substances that deplete the Ozone Layer

The Montreal Protocol on Substances that deplete the Ozone Layer is an

international treaty designed to protect the ozone layer by phasing out the

production of a number of substances believed to be responsible for ozone

depletion. The treaty was opened for signature on September 16, 1987 and

entered into force on January 1, 1989 followed by a first meeting in Helsinki, May

1989. Since then, it has undergone seven revisions, in 1990 (London), 1991

(Nairobi), 1992 (Copenhagen), 1993 (Bangkok), 1995 (Vienna), 1997 (Montreal),

and 1999 (Beijing). It is believed that if the international agreement is adhered to,

the ozone layer is expected to recover by 2050. Due to its widespread adoption

and implementation it has been hailed as an example of exceptional international

co-operation with Kofi Annan quoted as saying it is "Perhaps the single most

successful international agreement to date has been the Montreal Protocol".[1]

(Redirected from Montreal Protocol on Substances that Deplete the Ozone Layer) Search more at www1.law.nyu.edu/journals/envtllaw/issues/vol8/3/v8n3a9.pdf ec.europa.eu/environment/biodiversity/international/index_en.htm - 23k - –

4.3 Rio De Janeiro: Has been the place where most of the environmental agreements have taken place.Rio also has suffered the consequences of bad planned decisions against the environment. In the follwing reading families have suffered the consequences.


Dam-affected people occupy Tractebel headquarters in Rio

Nova Ponte hydropower plant, built by Tractebel’s Brazilian entity, Leme Engenharia.

Rio De Janeiro, Brazil, Oct. 30 (ENS)— About 350 men, women, and children from across Brazil, have taken over the headquarters of the Belgian transnational company Tractebel in Rio de Janeiro. Tractebel is the part owner of the electric utility Gerasul, and is constructing controversial dams in Brazil. The takeover is part of a National Mobilization by the Brazilian Movement of Dam-Affected People (MAB), with various dams occupied and public demonstrations taking place in different regions.

The demonstrators are hoping to convince Tractebel to open negotiations with them. The company has been unfair, they say, in the way it has treated people affected by its dams, such as the Ita in Rio Grande do Sul and Santa Catarina states and the Cana Brava dam on the Tocantins River in the central-western region of Brazil.

MAB charges that Tractebel has failed to address outstanding resettlement and compensation issues with 200 families whose problems are as yet unresolved at Ita despite the fact that the dam is now fully operational.

At Cana Brava, a dam financed by the Inter-American Development Bank, the situation is even more serious, says Glenn Switkes with the Latin America Campaigns section of the International Rivers Network.

He says that hundreds of families are still not receiving compensation, and most of the compensation already prescribed is of such low value that is does not permit the rehabilitation of displaced families.

“Most of the sharecroppers, renters, fishermen, and artisan gold miners who worked along the river are being ignored by the company, as well as many families who will be isolated by the formation of the reservoir,” said Switkes.

According to national coordinator Helio Mecca of MAB, “Tractebel has refused to consider the needs of populations who will lose everything when the floodgates on Cana Brava are closed.”


On Oct. 31, communities affected by the Corumba IV dam in Goias state planned to be in the Brazilian capital of Brasilia to deliver their complaints to the federal government.

Protests took place Oct. 29 at Manso dam in the state of Mato Grosso, and Fumaca dam in Minas Gerais state, among others. The Rio Manso system supplies the water for the Metropolitan Region of Belo Horizonte, state capital of Minas Gerais.

The protesters halted their occupation of the headquarters offices of state electric company Furnas, after the company agreed to review resettlement and compensation measures at Manso and at Serra da Mesa dam.

Tractebel officials could not be immediately reached for comment on the demonstrations.

The Belgian company prides itself on its environmental policy. While not specifically mentioning dams on its website, Tractebel says its emissions of carbon dioxide, sulfur dioxide and nitrogen oxide have been reduced to below the limits laid down by the European Union, and it has cut the quantity of low-level radioactive waste produced by its nuclear power stations by more than half since 1989.

New techniques for incineration, biodigestion, and selective collection, sorting, and recycling of solid and liquid waste it has developed, the company says, allow more domestic and industrial waste to be converted into products or electrical energy.

And Transbel says its high performance generating facilities, with “modern, flexible cogeneration units,” will foster “sustainable economic development.”

But the MAB demonstrators do not share Transbel’s definition of sustainable. MAB wants its actions to stimulate a discussion of an alternative energy model for Brazil which will prioritize energy alternatives and halt the construction of large dams, “which cause incalculable environmental and social damages,” MAB says.

1) What has been the biggest problem with some families at Rio due to the hydropower plant? ____________________________________________________________________________________________________________________________________ 2) Which techniques have been applied to diminish the difficulties? ______________________________________________________________________________________________________________________________________________________________________________________________________


FINAL EVALUATION ( Units 1-4)

VOCABULARY: Define these environmental topics (10 points)

Acid rain: ________________________________________________________

Anthropogenic: ___________________________________________________

Greenhouse effect: ________________________________________________

Rainforests: ______________________________________________________

Global warming: __________________________________________________

LISTENING: Listen to the follwoing podcast about Mountains - By Richard Sidaway, follow this link http://www.sendspace.com/file/pnh2zo and answer to the folowing questions. (10 points)

1) Which sports are mentioned in this podcast? ________________________________________________________________ 2) What damages have these sports made to the environment? _______________________________________________________________ 3) What do human beings have to do to take care of the mountanins?

_______________________________________________________________

READING: Read the following news: Sprawl is unhealthy, CDC researchers conclude. Pay attention to the vocabulary given in bold letters, then complete the chart based on the characteristics presented:

VOCABULARY: Synonyms for these words have given to offer help in understanding the reading passage.

Urban Sprawl:Crew, too many people living in the cities. Pedestrian: walker Flood: inundation Wetland: swamp, Floodplain: an area of low-lying land across which a river flows that is covered with sediment as a result of frequent flooding Hazards: Something that is potentially very dangerous


Read the following news about Sprawl is unhealthy, CDC researchers conclude and fill in the chart (10 points) PROBLEM CAUSES CONSEQUENCES EXAMPLES Car accidents Flooding

Diseases

Poor planning of the city

Sprawl is unhealthy, CDC researchers conclude

By Lyle V. Harris. Taken and adapted from

www.onencnaturally.org/pages/obj/sprawl-health%20news%20article.pdf -

Atlanta, Georgia, Nov. 2— Urban sprawl is not healthy for children and other living things. That’s the conclusion of a report authored by researchers at the Centers for Disease Control and Prevention in Atlanta and released Thursday by Sprawl Watch, a nonprofit environmental group based in Washington, DC.

Instead of focusing exclusively on the bricks-and-mortar effects, the report examines sprawl’s impact on flesh and blood. Titled “Creating a Healthy Environment: The Impact of the Built Environment on Public Health,” the report states:

* While Americans make 6 percent of their trips on foot, 13 percent of all traffic fatalities involve pedestrian victims. Of the 10,696 pedestrians killed by automobiles in 1997-98, 1,500 were children.

* As people have adopted more sedentary, automobile-based lifestyles, the percentage of adults who are overweight or obese has risen from 47 percent in 1976 to 61 percent in 1999.

* About 850 people died in floods in the last eight years, most often in areas where weak zoning laws allowed developers to drain wetlands and build on floodplains.

Changes in behavior can make a difference. A local case in point was a dramatic reduction in asthma cases at Atlanta area hospitals during the 1996 Olympics when a restrictive traffic plan prompted motorists to find other forms of transportation.

Traffic on Atlanta roads fell by nearly 23 percent, and smog levels dipped by about 28 percent, according to the CDC report. At the same time, emergency room visits for asthma sufferers, who are especially susceptible to smog, dropped by almost 42 percent.

“We already knew that pollution caused respiratory problems, but I don’t think most of us understand that the way we build our cities contributes to other health problems,” said Grace Trimble of the Georgia Conservancy. “I hope this signals that people will start taking a deeper look at what sprawl really does.”


Chris Kochtitzky, an urban planner who co-authored the report with Richard J. Jackson at the CDC, said the report seeks to close the gap between public health officials, developers, and urban planners.

“There was a time when the whole idea behind planning and zoning was to protect people from harmful areas and industries that were health hazards, but somehow that connection was lost,” Kochtitzky said. “It’s been our experience in talking to both groups that they don’t know each other. Even if they do, they don’t tend to consult each other when making their decisions.”

The report calls for “smart growth” policies that take mental and physical health into account, designing communities around people instead of cars to increase “walkability,” and changing building codes to better accommodate people of different ages and the physically disabled.

Source: Atlanta Journal-Constitution

WRITING: Based on the previous reading write five environmental similar problems you may know about Colombia’s news. Each news should have a whole idea about the problem stated. You will be evaluated on coherence, cohesion, organization of ideas, syntax and spelling. (10 points)

• ___________________________________________________________________________________

• ___________________________________________________________________________________

• ___________________________________________________________________________________

• ___________________________________________________________________________________

• ___________________________________________________________________________________

SPEAKING: Choose one of the following topics and Give a talk about it . You

would be evaluated under the following criteria: Communication, interaction,

knowledge of the topic, pronuciation and accuracy. (10 points)

1) Present arguments for and against about environmental issues

2) I can discuss environmental problems (e.g. global warming, the importance of

renewable energy

3) Predict the forecast for tomorrow in Bogotá city


1) PODCAST (taken from the British council) Aeroplanes and global warming-http://www.sendspace.com/file/dp7rwu By Mike Rayner

Give me a ticket for an aeroplane, Ain’t got time to take a fast train. Lonely days are gone, I’m a-goin’ home, ’Cause my baby just wrote me a letter. Wayne Carson Thompson, ‘The Letter’

Have you ever looked out of the window of a passenger plane from 30,000 feet at the vast expanses of empty ocean and uninhabited land, and wondered how people can have any major effect on the Earth? I have. But it is now becoming pretty clear that we are causing a great deal of damage to the natural environment. And the planes that rush us in comfort to destinations around the globe, contribute to one of the biggest environmental problems that we face today – global warming. For those of us lucky enough to have money to spend, and the free time to spend it in, there are a huge number of fascinating places to explore. The cost of air transport has decreased rapidly over the years, and for many people, especially in rich countries, it is now possible to fly around the world for little more than the contents of our weekly pay packets. Unfortunately, planes produce far more carbon dioxide (CO2) than any other form of public transport, and CO2 is now known to be a greenhouse gas, a gas that traps the heat of the sun, causing the temperature of the Earth to rise. Scientists predict that in the near future the climate in Britain will resemble that of the Mediterranean, ironically a popular destination for British holidaymakers flying off to seek the sun. If global warming continues, we may also find that many tourist destinations such as the Maldives have disappeared under water because of rising sea levels. As usual, people in the developing world are having to deal with problems created mainly by those in developed countries. Beatrice Schell, a spokeswoman for the European Federation for Transport and Environment says that: ‘One person flying in a plane for one hour is responsible for the same greenhouse gas emissions as a typical Bangladeshi in a whole year.’ And every year jet aircraft generate almost as much carbon dioxide as the entire African continent produces. When you are waiting impatiently in a crowded departure lounge for a delayed flight or trying to find luggage that has gone astray, plane fares may seem unreasonably high, but in reality we are not paying enough for air travel. Under the ‘polluter pays principle’, where users pay for the bad effects they cause, the damage caused by planes is not being paid for. Aircraft fuel is not taxed on international flights and planes, unlike cars, and are not inspected for CO2


emissions. Also, the Kyoto agreement does not cover greenhouse gases produced by planes, leaving governments to decide for themselves who is responsible. So what can be done to solve the problem? Well, although aircraft engine manufacturers are making more efficient engines and researching alternative fuels such as hydrogen, it will be decades before air travel is not damaging to the environment. Governments don’t seem to be taking the problem seriously, so it is up to individual travellers to do what they can to help. The most obvious way of dealing with the problem is not to travel by plane at all. Environmental groups such as Friends of the Earth encourages people to travel by train and plan holidays nearer home. However, with prices of flights at an all time low, and exotic destinations more popular than ever, it is hard to persuade British tourists to choose Blackpool instead of Bangkok, or Skegness over Singapore. Friends of the Earth also advises using teleconferencing for international business meetings, but most business people still prefer to meet face-to-face. However, there is a way of offsetting the carbon dioxide we produce when we travel by plane. A company called Future Forests, whose supporters include Coldplay and Pink Floyd, offers a service that can relieve the guilty consciences of air travelers. The Future Forest website calculates the amount of CO2 you are responsible for producing on your flight, and, for a small fee, will plant the number of trees that will absorb this CO2. Another company, www.co2.org, offers a similar service, but invests your money in energy-saving projects, such as providing energy-efficient light bulbs to villagers in Mauritius. Yesterday I returned to Japan from England, and was happy to pay Future Forests £25 to plant the three trees, which balance my share of the CO2 produced by my return flight. Now the only thing making me lose sleep is jet lag. What share was given by the person who wrote the letter? _____________________________ What protocol would prevent the emissions of gas when traveling by plane? _______________________________

What suggestions are proposed by “Friends on Earth” to diminish the emission of CO2? ____________________________________________________________________________________________________________________________________ How would you contribute to diminish emissions of CO2 ? ______________________________________________________________


Vocabulary Five words/phrases from the text: vast: extensive uninhabited: without residents developed: advanced in sophistication exotic: unique and unusual, not local or native efficient: functioning in the best way with the least effort Exercise one Vocabulary gap fill. Now use the five words/phrases to fill the gaps in the sentences below: The village had been ………[1] since 1995 when the last family left. People living in ………[2] countries cannot fully understand the problems of the poor. Mangoes and papayas are ………[3] fruits in the UK. Cycling is an ………[4] way to travel around the village. The desert is a ………[5] open space that is home to all kinds of strange creatures. Exercise two Comprehension: true or false. Decide whether these sentences are TRUE or FALSE according to the text: 1 It is getting more and more expensive to travel by plane. 2 Soon the weather in Britain will be similar to Spain. 3 Planes on international flights pay extra taxes. 4 Scientists are looking for different fuels that are not as harmful. 5 Friends of the Earth are telling people


2) PODCAST (taken from the British council) Ecotourism- http://www.sendspace.com/file/2gay3u By Linda Baxter Numerate five ideas by listening and add two ideas to contribute in favor of it. 1) 2) 3) 4) 5) Imagine the scene. You're sitting in the hot sunshine beside the swimming pool of your international luxury hotel, drinking your imported gin and tonic. In front of you is the beach, reserved for hotel guests with motor boats for hire. Behind you is an 18-hole golf course, which was cleared from the native forest and is kept green by hundreds of water sprinklers. Around the hotel are familiar international restaurant chains and the same shops that you have at home. You've seen some local people - some of them sell local handicrafts outside the hotel. You bought a small wooden statue and after arguing for half an hour you only paid a quarter of what the man was asking. Really cheap! Is this your idea of heaven or would you prefer something different? STRATEGY: Before you read on, try the vocabulary activity, which practices words and phrases that are important for you to understand the text. Nowadays, many of us try to live in a way that will damage the environment as little as possible. We recycle our newspapers and bottles, we take public transport to get to work, we try to buy locally produced fruit and vegetables and we stopped using aerosol sprays years ago. And we want to take these attitudes on holiday with us. This is why alternative forms of tourism are becoming more popular all over the world. But what is ecotourism? There are lots of names for these new forms of tourism: responsible tourism, alternative tourism, sustainable tourism, nature tourism, adventure tourism, educational tourism and more. Ecotourism probably involves a little of all of them. Everyone has a different definition but most people agree that ecotourism must: 1 conserve the wildlife and culture of the area. 2 benefit the local people and involve the local community


3 be sustainable, that is make a profit without destroying natural resources 4 provide an experience that tourists want to pay for. So for example, in a true ecotourism project, a nature reserve allows a small number of tourists to visit its rare animals and uses the money that is generated to continue with important conservation work. The local people have jobs in the nature reserve as guides and wardens, but also have a voice in how the project develops. Tourists stay in local houses with local people, not in specially built hotels. So they experience the local culture and do not take precious energy and water away from the local population. They travel on foot, by boat, bicycle or elephant so that there is no pollution. And they have a special experience that they will remember all of their lives. This type of tourism can only involve small numbers of people so it can be expensive. But you can apply the principles of ecotourism wherever you go for your holiday. Just remember these basic rules. Be prepared. Learn about the place that you're going to visit. Find out about its culture and history. Learn a little of the native language, at least basics like 'Please', 'Thank you', and 'Good Morning'. Think of your holiday as an opportunity to learn something. Have respect for local culture. Wear clothes that will not offend people. Always ask permission before you take a photograph. Remember that you are a visitor. Don't waste resources. If the area doesn't have much water, don't take two showers every day. Remember the phrase "Leave nothing behind you except footprints and take nothing away except photographs." Take as much care of the places that you visit as you take of your own home. • Don't buy souvenirs made from endangered animals or plants. Walk or use other non-polluting forms of transport whenever you can. Be flexible and keep a sense of humour when things go wrong. Stay in local hotels and eat in local restaurants. Buy local products whenever possible and pay a fair price for what you buy. Choose your holiday carefully. Don't be afraid to ask the holiday company about what they do that is 'eco'. Remember that 'eco' is very fashionable today and a lot of holidays that are advertised as ecotourism are not much better than traditional tourism.


But before you get too enthusiastic, think about how you are going to get to your dream 'eco' paradise. Flying is one of the biggest man-made sources of carbon dioxide in the atmosphere. Friends of the Earth say that one return flight from London to Miami puts as much carbon dioxide into the atmosphere as the average British car driver produces in a year. So don't forget that you don't have to fly to exotic locations for your 'eco' holiday. There are probably places of natural beauty and interest in your own country that you've never visited. At the top are 14 words from the article. Below are their definitions. Put the words in the

corresponding gaps in the sentences.

fair price restaurant chain Natural resources Water sprinklers

Sustainable Wildlife benefit Souvenirs Flexible warden

Footprints Basic nature reserve Handicrafts

1. [ ] are devices used to direct water in order to water plants, grass, etc.

2. A [ ] is a group of stablishments which belong to a single company,

have the same appearance and sell similar food.

3. [ ] are skilled activities in whicn things are made in a traditional way

with the hands rather than being produced by machines in a factory, or the objects made by

such activities.

4. [ ] is used to refer to a way of using natural products so that no

damage is caused to the environment.

5. [ ] means animals and plants that grow independently of people,

usually in natural conditions.

6.To [ ] menas to receive or give a helpful or good effect.

7. A [ ] is an area of land which is protected in order to keep safe

the animals and plants that live there, often because they are rare.

8. A [ ] is a person whose job is to take care of a wildlife park and

make certain that members of the public obey particular rules.

9. [ ] are materials such as coal and wood which exist or are

produced in nature and can be used by people.

10. [ ] means providing the base or starting point from which

something can develop; it also means simple or without complication.


3) Podcast Environmental Protest Groups (Taken from British Council) By Mike Rayner- http://www.sendspace.com/file/3oa5ez Transfer the information into the following chart and organize it into the following categories, surf the internet and find two more groups to complete the chart.

Protest groups names Environmental problem mentioned

Other information found

They took all the trees And put them in a tree museum And they charged all the people A dollar and a half to see 'em Don't it always seem to go That you don't know what you've got ’Till it's gone They paved paradise And they put up a parking lot

(Joni Mitchell – Big Yellow Taxi) Facts about the state of the global environment read like quotes on a poster for an epic Hollywood movie – expanding deserts in Africa, huge forest fires in Indonesia, serious shortages of fish in Europe, thousands of deaths from air pollution in Brazil, disappearing forests in the Amazon, melting ice-caps and increasing radiation levels in the polar regions. But just as there is no evil Lex Luther or Ernst Blofeld responsible for these disasters, there is no Superman or James Bond to save the world. The human race has caused these problems and we are going to have to work together to solve them. However, many people feel that the governments of countries around the world are not taking environmental issues seriously enough. To allow the voices of concerned people to be heard, a large number of protest groups have been set up by ordinary people to raise awareness of the issues, and to put pressure on politicians to act before it is too late. A few of the organisations have become household names, particularly Friends of the Earth and Greenpeace. Two smaller groups, Surfers Against Sewage and Reclaim The Streets, are less well known, but take themselves just as seriously. Surfers Against Sewage (SAS) Surfers Against Sewage was founded in 1990 by water sports enthusiasts, who were becoming more and more concerned about the health risks they faced when using beaches in Cornwall in the UK. Human and toxic waste pumped into the sea


was causing serious illnesses, and beach goers felt that they were “playing Russian Roulette with their health” every time they went into the water. SAS alerted people to the problem by going to public events with their surfboards, where they handed out leaflets wearing wetsuits and gasmasks. They soon attracted the attention of the media and other concerned water users from around Britain and were able to put pressure on the government to ban dumping untreated waste in the sea, rivers and lakes. The group was so successful that in 1998, only 8 years after they started campaigning, the government agreed to spend 8.5 billion pounds on cleaning up Britain’s aquatic environment. Surfers Against Sewage has acquired a cool image over the years. In 1999 the director of The Beach, a Hollywood blockbuster starring Leonardo Di Caprio, wanted to use the SAS logo on actors’ backpacks. SAS refused permission however, because they were concerned about the environmental damage that making the film had caused to the tiny tropical island of Phi Phi in Thailand. Reclaim The Streets (RTS) Reclaim The Streets was started in London in 1991 to campaign “FOR walking, cycling and cheap, or free, public transport, and AGAINST cars, roads and the system that pushes them.” RTS began by protesting against road building through unspoilt areas of the British countryside, and now have expanded their activities to draw attention to environmental, political, economic and social injustice around the world. RTS campaigns by stopping traffic and turning roads and motorways into huge street parties. Members of the group dig up tarmac and plant trees, make beaches and paddling pools for children to play in, decorate the street with colourful banners, and give out free food and drink. A huge sound system is set up, bands, jugglers and clowns perform, and hundreds or even thousands of people dance and party. The carnival is usually broken up by the police after a few hours, and in the past some of the demonstrations have been marred by violence between police and protesters. RTS doesn’t have any clear aims, and says that it is a ‘disorganisation’ rather than an organisation, since there is no one in charge, but the methods that the group uses have caught on, and are now used worldwide. As the RTS website says, “The Reclaim The Streets idea has grown up and left home, street parties and suchlike often happen without anyone in RTS London hearing about them until afterwards.” Protest and the Internet Both SAS and RTS have extensive websites providing information about their activities, and providing links to like-minded groups around the world. It seems that nowadays the Internet is helping more and more people express their dissatisfaction with the status quo, and work together to find solutions to the problems that the modern world faces.


Below are 8 statements about the article. For each one, decide if it is true or false. When you have finished, check your answer in the answer key section. 5) PODCAST (Taken from the British Council.org website) Mountains - http://www.sendspace.com/file/pnh2zo By Richard Sidaway Here's a look at three popular mountain sports and some serious environmental problems facing mountains and the people who live on them. Snowboarding Thankfully, 'the winterstick' and 'the snurfer' never caught on as names for the snowboard, or this sport might not have attracted such a cult following. Initially looked down upon by skiers and ski resorts, snowboarding has rapidly increased in popularity and is starting to replace skiing as the top alpine sport. Snowboarding debuted at the 1998 Nagano Olympics, but despite 'selling out' to the mainstream, the sport retains the spirit of alternative culture. BASE Jumping Extreme with a capital X, BASE jumpers don’t necessarily limit themselves to jumping off mountains. These thrill seekers will jump off just about anything. The name is an acronym for Building Antennae Span Earth, and refers to the fixed objects from which jumps are usually made. In search of the ultimate adrenaline rush, a BASE jumper will throw himself off a structure or cliff face, hurtle downwards at speeds of up to 60 mph and open a small parachute at the last possible moment. Jumpers have tried anything from hilltop monasteries in Greece, to fjords in Norway and the Grand Canyon in the USA.Rock Climbing There are many climbing techniques, but 'Solo' is seen as the purest form. Here the climber has no ropes or safety equipment and is free to move as he or she pleases up the face of the mountain. It's the most exciting method, but obviously the most dangerous and only for highly experienced climbers. For the truly adventurous, 'Ice Climbing' adds an extra level of excitement and an extra level of risk. The Alps, Himalayas and Rockies are the mountain ranges of choice for serious climbers. Mountain regions are not just playgrounds for the richer citizens on the planet, however. The disappearing snows of Mount Kilimanjaro are a worrying sign that nowhere is safe from the adverse effects of human actions. The United Nations has identified three main areas that need to be addressed to ensure the future safety of the world's mountains. These are: the protection of mountain ecosystems, the encouragement of peace and stability in mountain regions, and assistance for mountain people to maintain their ways of life Ecosystems


From the bustling cities of India to the farmlands of California, more than half the world's population is dependent on mountains for their fresh water supply. Global warming, deforestation, mining and heavy farming seriously damage fragile mountain ecosystems and put vital fresh water sources at risk. Peace and Stability Mountain regions host a large proportion of the world's wars. From Afghanistan to the Balkans and the Andes to many parts of Africa, territorial and drug related conflicts have devastating effects on the local environment and the lives of the local people. Fighting makes essential tasks such as farming impossible. Land mines make large areas of potential farming ground unusable. Also schools, roads, bridges and other important infrastructure are left in ruins. Mountain People Mountain people are among the poorest, least represented groups on the earth. They face many hardships and each day can be, 'a test of survival'. Damage to mountain ecosystems worsen their situation and leaves them even more vulnerable to disease and 'natural' disasters such as floods and landslides. It's been recommended that forest revenue should be reinvested in mountain communities and the people living there should be given a stronger political voice. Their fate is in many ways directly connected with that of people living at sea level. There is an old motto for visitors to the countryside which advises them to leave nothing but footprints. It is still as relevant today as it always was. Unfortunately, the size or our footprints seems to be getting larger.


6) PODCAST (Taken from British Council) Rainforests rule-http://www.sendspace.com/file/fop2nh By Julie Bray A world like no other – perhaps this is the best way to describe the world of the rainforest. No rainforest is exactly the same – yet most rainforests are now distributed in the small land area 22.5 degrees north and 22.5 degrees south of the Equator, between the Tropic of Capricorn and the Tropic of Cancer. You can find tropical rainforests in South America and Indonesia. Other rainforests flourish further from the Equator, in Thailand and Sri Lanka. Despite occupying a relatively small area, rainforests have a colossal role to play in maintaining the world as we know it. Tropical rainforests are home to a rich, colourful variety of medicinal plants, food, birds and animals. Can you believe that a single bush in the Amazon may have more species of ants than the whole of Britain! 480 varieties of trees may be found in just one hectare of rainforest. These forests sustain around 50% of all the species on Earth, and offer a way of life to many people living in and around the forest. Rainforests are the lungs of the planet – storing vast quantities of carbon dioxide and producing a significant amount of the world’s oxygen. Rainforests have their own perfect system for ensuring their own survival; the tall trees make a canopy of branches and leaves which protect themselves, smaller plants, and the forest animals from heavy rain, intense dry heat from the sun and strong winds. Amazingly, the trees grow in such a way that their leaves and branches, although close together, never actually touch those of another tree. Scientists think this is a deliberate tactic to prevent the spread of any tree diseases and make life more difficult for leaf-eating insects like caterpillars. To survive in the forest, animals must climb, jump, fly or glide across the gaps. The ground floor of the forest is not all tangled leaves and bushes, like in films, but is actually fairly clear. It is where leaves decompose into food for the trees and other forest life. They are not called rainforests for nothing! Rainforests can generate 75% of their own rain. At least 80 inches of rain a year is normal – and in some areas there may be as much as 430 inches of rain annually. This is real rain – your umbrella may protect you in a shower, but it won’t keep you dry if there is a full rainstorm. In just two hours, streams can rise ten to twenty feet. The humidity of large rainforests contributes to the formation of rainclouds that may travel to other countries in need of rain. Worryingly, rainforests around the world are disappearing at an alarming rate, thanks to deforestation, river pollution, and soil erosion as land is being claimed for agriculture and trees are fell for wood. A few thousand years ago, tropical rainforests covered as much as 12% of the land surface on Earth, but today this has fallen to less than 5.3%. We can only hope that the world governments work together with environmentalists and businesses to use their environmental knowledge and power to preserve the rainforests – awe-inspiring, beautiful and vital for our existence.


Answers from Podcasts: 1) PODCAST ( Adapted) Aeroplanes and global warming-http://www.sendspace.com/file/dp7rwu By Mike Rayner What share was given by the person who wrote the letter? £25 What protocol would prevent the emissions of gas when traveling by plane? the Kyoto agreement

What suggestions are proposed by “Friends on Earth”: to diminish the emission of CO2? To have business teleconferences instead of face-to face that implies tarveling by plane, also suggest a small fee to plant trees to make air travellers conscious of their guilt How would you contribute to diminish emissions of CO2 ? ______________________________________________________________

Answers Vocabulary 1 uninhabited 2 developed 3 exotic 4 efficient 5 vast

Comprehension 1 False 2 True 3 False 4 True 5 False

2) PODCAST (taken from the British council) Ecotourism- http://www.sendspace.com/file/2gay3u By Linda Baxter

Answers

1. [ Water sprinklers] are devices used to direct water in order to water plants, grass, etc.

2. A [restaurant chain] is a group of stablishments which belong to a single company, have

the same appearance and sell similar food.

3.[Handicrafts] are skilled activities in whicn things are made in a traditional way with the

hands rather than being produced by machines in a factory, or the objects made by such

activities.

4. [Sustainable] is used to refer to a way of using natural products so that no damage is

caused to the environment.

5. [Wildlife] means animals and plants that grow independently of people, usually in

natural conditions.

6.To [benefit] menas to receive or give a helpful or good effect.


7. A [nature reserve] is an area of land which is protected in order to keep safe the animals

and plants that live there, often because they are rare.

8. A [warden] is a person whose job is to take care of a wildlife park and make certain that

members of the public obey particular rules.

9. [ Natural resources ] are materials such as coal and wood which exist or are produced in

nature and can be used by people.

10. [ Basic ] means providing the base or starting point from which something can

develop; it also means simple or without complication.

3) Podcast Environmental Protest Groups (Taken from British Council) By Mike Rayner- http://www.sendspace.com/file/3oa5ez Transfer the information into the following chart and organize it into the following categories, surf the internet and find two more groups to complete the chart.

ANSWERS

Protest groups names Environmental problem mentioned

Other information found

Friends of the Earth and Greenpeace.

Polluting the environment

Surfers Against Sewage ( SAS)

Human and toxic waste pumped into the sea

beaches in Cornwall in the UK

Reclaim The Streets (RTS)

stopping traffic Plant trees and organize parties on streets.

Below are 8 statements about the article. For each one, decide if it is true or false. When you have finished, check your answer in the answer key section. Answer key

1.Surfers against Sewage members like playing with guns. 2.Reclaim The Streets started in Cornwall. 3. The people who started Surfers Against Sewage like watersports. 4.RTS demonstrations are always peaceful. 5. The SAS organisation has benn very successful 6. Reclaim The Streets is against roadbuilding 7. The SAS logo appeared in the film “The Beach” 8. RTS events sometimes attract thousands of people.

True X X X X X

False X X X


GRAMMAR REFERENCES

Simple Present

FORM

[VERB] + s/es in third person

Examples:

You speak English.

Do you speak English?

You do not speak English.

Complete List of Simple Present Forms

USE 1 Repeated Actions

Use the Simple Present to express the idea that an action is repeated or usual.

The action can be a habit, a hobby, a daily event, a scheduled event or something

that often happens. It can also be something a person often forgets or usually does

not do.

Examples:

I play tennis.

She does not play tennis.

Does he play tennis?

The train leaves every morning at 8 AM.

The train does not leave at 9 AM.

When does the train usually leave?

She always forgets her purse.

He never forgets his wallet.


Every twelve months, the Earth circles the Sun.

Does the Sun circle the Earth?

USE 2 Facts or Generalizations

The Simple Present can also indicate the speaker believes that a fact was true

before, is true now, and will be true in the future. It is not important if the speaker is

correct about the fact. It is also used to make generalizations about people or

things. Examples: Cats like milk. Birds do not like milk.

Do pigs like milk?

California is in America.

California is not in the United Kingdom.

Windows are made of glass.

Windows are not made of wood.

New York is a small city. It is not important that this fact is untrue.

USE 3 Scheduled Events in the Near Future

Speakers occasionally use Simple Present to talk about scheduled events in the

near future. This is most commonly done when talking about public transportation,

but it can be used with other scheduled events as well.

Examples:

The train leaves tonight at 6 PM. The bus does not arrive at 11 AM, it arrives at 11 PM. When do we board the plane? The party starts at 8 o'clock. When does class begin tomorrow?


USE 4 Now (Non-Continuous Verbs)

Speakers sometimes use the Simple Present to express the idea that an action is

happening or is not happening now. This can only be done with Non-Continuous

Verbs and certain Mixed Verbs. Examples:

I am here now.

She is not here now.

He needs help right now.

He does not need help now.

He has his passport in his hand.

Do you have your passport with you?

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always,

only, never, ever, still, just, etc. Examples:

You only speak English.

Do you only speak English?

ACTIVE / PASSIVE

Examples:

Once a week, Tom cleans the car. Active

Once a week, the car is cleaned by Tom. Passive


Verb Tense Exercise 1

Simple Present / Present Continuous

Using the words in parentheses, complete the text below with the appropriate

tenses.

1. Every Monday, Sally (drive) _________________ her kids to football practice.

2. Usually, I (work) _________________ as a secretary at ABT, but this summer I

(study) French at a language school in Paris. That is why I am in Paris.

3. Shhhhh! Be quiet! John (sleep) _________________.

4. Don't forget to take your umbrella. It (rain) _________________ .

5. I hate living in Seattle because it (rain, always). _________________ _________________

6. I'm sorry I can't hear what you (say) _________________ because everybody (talk)

_________________ so loudly.

7. Justin (write, currently) _________________ _________________ a book about his

adventures in Tibet. I hope he can find a good publisher when he is finished.

8. Jim: Do you want to come over for dinner tonight?

Denise: Oh, I'm sorry, I can't. I (go) _________________ to a movie tonight with some

friends.

9. The business cards (be, normally ) _________________ _________________ printed by

a company in New York. Their prices (be) inexpensive, yet the quality of their work

is quite good.

10. This delicious chocolate (be) _________________ made by a small chocolatier in

Zurich, Switzerland


Simple Past

FORM [VERB+ed] or irregular verbs

Examples:

You called Debbie.

Did you call Debbie?

You did not call Debbie.

Complete List of Simple Past Forms

USE 1 Completed Action in the Past

Use the Simple Past to express the idea that an action started and finished at a

specific time in the past. Sometimes, the speaker may not actually mention the

specific time, but they do have one specific time in mind. Examples:

I saw a movie yesterday.

I didn't see a play yesterday.

Last year, I traveled to Japan.

Last year, I didn't travel to Korea.

Did you have dinner last night?

She washed her car.

He didn't wash his car.

USE 2 A Series of Completed Actions

We use the Simple Past to list a series of completed actions in the past. These

actions happen 1st, 2nd, 3rd, 4th, and so on. Examples:

I finished work, walked to the beach, and found a nice place to swim.

He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the

others at 10:00.

Did you add flour, pour in the milk, and then add the eggs?


USE 3 Duration in Past

The Simple Past can be used with a duration which starts and stops in the past. A

duration is a longer action often indicated by expressions such as: for two years,

for five minutes, all day, all year, etc. Examples:

I lived in Brazil for two years.

Shauna studied Japanese for five years.

They sat at the beach all day.

They did not stay at the party the entire time.

We talked on the phone for thirty minutes.

A: How long did you wait for them?

B: We waited for one hour.

USE 4 Habits in the Past

The Simple Past can also be used to describe a habit which stopped in the past. It

can have the same meaning as "used to." To make it clear that we are talking

about a habit, we often add expressions such as: always, often, usually, never,

when I was a child, when I was younger, etc. Examples:

I studied French when I was a child.

He played the violin.

He didn't play the piano.

Did you play a musical instrument when you were a kid?

She worked at the movie theater after school.

They never went to school, they always skipped class.


USE 5 Past Facts or Generalizations

The Simple Past can also be used to describe past facts or generalizations which

are no longer true. As in USE 4 above, this use of the Simple Past is quite similar

to the expression "used to." Examples:

She was shy as a child, but now she is very outgoing.

He didn't like tomatoes before.

Did you live in Texas when you were a kid?

People paid much more to make cell phone calls in the past.

IMPORTANT When-Clauses Happen First

Clauses are groups of words which have meaning but are often not complete

sentences. Some clauses begin with the word "when" such as "when I dropped my

pen..." or "when class began..." These clauses are called when-clauses, and they

are very important. The examples below contain when-clauses. Examples:

When I paid her one dollar, she answered my question.

She answered my question when I paid her one dollar.

When-clauses are important because they always happen first when both clauses

are in the Simple Past. Both of the examples above mean the same thing: first, I

paid her one dollar, and then, she answered my question. It is not important

whether "when I paid her one dollar" is at the beginning of the sentence or at the

end of the sentence. However, the example below has a different meaning. First,

she answered my question, and then, I paid her one dollar. Example:

I paid her one dollar when she answered my question.


ADVERB PLACEMENT



You just called Debbie.

Did you just call Debbie?

ACTIVE / PASSIVE. Examples:

Tom repaired the car. Active

The car was repaired by Tom. Passive

More About Active / Passive Forms

Simple Past in contrast with Past Continuous


tenses. Go to www.englishclub.com and confront your answers.

1. A: What (you, do) _________________ _________________ when the accident

occurred?

B: I (try) to change a light bulb that had burnt out. _________________

2. After I (find) the wallet full of money, I (go, immediately) _________________ to the

police and (turn) _________________ it in.

3. The doctor (say) _________________ that Tom (be) _________________ too sick to go

to work and that he (need) to stay at home for a couple of days.

4. Sebastian (arrive) _________________ at Susan's house a little before 9:00 PM, but

she (be, not) _________________ there. She (study, at the library) for her final

examination in French.


5. Sandy is in the living room watching television. At this time yesterday, she

(watch, also) _________________ _________________ television. That's all she ever does!

6. A: I (call) _________________ you last night after dinner, but you (be, not) there.

Where were you?

B: I (work) _________________ out at the fitness center.

7. When I (walk) _________________ into the busy office, the secretary (talk) on the

phone with a customer, several clerks (work, busily) at their desks, and two

managers (discuss, quietly) methods to improve customer service.

8. I (watch) _________________ a mystery movie on TV when the electricity went out.

Now I am never going to find out how the movie ends.

9. Sharon (be) _________________ in the room when John told me what happened,

but she didn't hear anything because she (listen, not) .

10. It's strange that you (call) _________________ because I (think, just)

_________________ about you.

11. The Titanic (cross) _________________ the Atlantic when it (strike)

_________________ an iceberg.

12. When I entered the bazaar, a couple of merchants (bargain, busily) and (try)

to sell their goods to naive tourists who (hunt) for souvenirs. Some young boys

(lead) their donkeys through the narrow streets on their way home. A couple of

men (argue) over the price of a leather belt. I (walk) _________________ over to a

man who (sell) fruit and (buy) a banana.


13. The firemen (rescue) _________________ the old woman who (be)

_________________ trapped on the third floor of the burning building.

14. She was so annoying! She (leave, always) _________________ _________________

her dirty dishes in the sink. I think she (expect, actually) _________________

_________________ me to do them for her.

15. Samantha (live) _________________ in Berlin for more than two years. In fact, she

(live) there when the Berlin Wall came down.

EXPANSION ACTIVITY: If you want to confirm your answers got to:

www.englishclub.com

Multiple Choice Exercise (MODALS: COULD,SHOULD, WOULD, MIGHT)

Choose the correct answer for each gap below, then check your answers. Some

gaps may have more than one correct answer. Check at www.englishclub.com

Dialog 1.

Donna: If I won the ten million dollar lottery jackpot, I couldmightshouldwould afford to quit my job

and travel the world.

Sam: Where could/might/shouldwould you go if you had that much money?

Donna: I don't know, I could/might/should/would choose to spend a year in Paris - or perhaps I

couldmightshouldwould go to Kenya.

Sam: How often do you buy lottery tickets?

Donna: Never... I guess if I want to win the lottery, I could/might/should/would try buying some

tickets.

Sam: That could/might/should/would help.


Dialog 2.

Waitress: Hi, my name is Sandy - I'll be your waitress tonight. What can I get for you?

Tony: I haven't decided yet. Is there anything you couldmightshouldwould recommend? Is there

anything you think I couldmightshouldwould try?

Waitress: You could/might/should/would try the Cajun catfish - or perhaps the Gumbo. They're both

delicious.

Tony: That sounds wonderful, but that could/might/shouldwould be a little too spicy for me. Actually,

the prawns sound good. Umm, couldmightshouldwould I have the barbecued prawns?

Waitress: Sure, could/might/shouldwould you like a salad with that?

Dialog 3.

Jan: What could/might/should/would we look for in a candidate when we vote in a presidential

election?

Peter: I think citizens could/might/should/would vote for a President who has the ability to improve

the quality of life in the United States.

Jan: What couldmight/should/would you do if you were President of the United States?

Peter: I could/might/should/would focus on reducing environmental pollution.

Jan: Every candidate always says he's going to do that, but it's a really complicated problem - it's

not one which is easily solved. What makes you think you could/might/should/would actually stop

pollution?


Present Perfect

FORM: [has/have + past participle]. Examples:

You have seen that movie many times.

Have you seen that movie many times?

You have not seen that movie many times.

Complete List of Present Perfect Forms

USE 1 Unspecified Time Before Now

The Present Perfect is used to say that an action happened at an unspecified time

before now. The exact time is not important. You CANNOT use the Present Perfect

with specific time expressions such as: yesterday, one year ago, last week, when I

was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN

use the Present Perfect with unspecific expressions such as: ever, never, once,

many times, several times, before, so far, already, yet, etc. Examples:

I have seen that movie twenty times.

I think I have met him once before.

There have been many earthquakes in California.

People have traveled to the Moon.

People have not traveled to Mars.

Have you read the book yet?

Nobody has ever climbed that mountain.

A: Has there ever been a war in the United States?

B: Yes, there has been a war in the United States.

How Do You Actually Use the Present Perfect?

The concept of "unspecified time" can be very confusing to English learners. It is

best to associate Present Perfect with the following topics:


TOPIC 1 Experience

You can use the Present Perfect to describe your experience. It is like saying, "I

have the experience of..." You can also use this tense to say that you have never

had a certain experience. The Present Perfect is NOT used to describe a specific

event. Examples:

I have been to France.

This sentence means that you have had the experience of being in France. Maybe you

have been there once, or several times.

I have been to France three times.

You can add the number of times at the end of the sentence.

I have never been to France.

This sentence means that you have not had the experience of going to France.

I think I have seen that movie before.

He has never traveled by train.

Joan has studied two foreign languages.

A: Have you ever met him?

B: No, I have not met him.

TOPIC 2 Change Over Time

We often use the Present Perfect to talk about change that has happened over a

period of time. Examples:

You have grown since the last time I saw you.

The government has become more interested in arts education.

My English has really improved since I study in this school.


TOPIC 3 Accomplishments

We often use the Present Perfect to list the accomplishments of individuals and

humanity. You cannot mention a specific time. Examples:

Man has walked on the Moon.

Our son has learned how to read.

Doctors have cured many deadly diseases.

Scientists have split the atom.

TOPIC 4 An Uncompleted Action You Are Expecting. We often use the Present

Perfect to say that an action which we expected has not happened. Using the

Present Perfect suggests that we are still waiting for the action to happen.

Examples:

James has not finished his homework yet.

Susan hasn't mastered Japanese, but she can communicate.

Bill has still not arrived.

The rain hasn't stopped.

TOPIC 5 Multiple Actions at Different Times

We also use the Present Perfect to talk about several different actions which have

occurred in the past at different times. Present Perfect suggests the process is not

complete and more actions are possible. Examples:

The army has attacked that city five times.

I have had four quizzes and five tests so far this semester.

We have had many major problems while working on this project.

She has talked to several specialists about her problem, but nobody knows why she is sick.


Time Expressions with Present Perfect

When we use the Present Perfect it means that something has happened at some

point in our lives before now. Remember, the exact time the action happened is not

important.

Sometimes, we want to limit the time we are looking in for an experience. We can

do this with expressions such as: in the last week, in the last year, this week, this

month, so far, up to now, etc.

Examples:

Have you been to Mexico in the last year?

I have seen that movie six times in the last month.

They have had three tests in the last week.

She graduated from university less than three years ago. She has worked for three different

companies so far.

My car has broken down three times this week.

NOTICE

"Last year" and "in the last year" are very different in meaning. "Last year" means

the year before now, and it is considered a specific time which requires Simple

Past. "In the last year" means from 365 days ago until now. It is not considered a

specific time, so it requires Present Perfect. Examples:

I went to Mexico last year.

I went to Mexico in the calendar year before this one.

I have been to Mexico in the last year.

I have been to Mexico at least once at some point between 365 days ago and now.


USE 2 Duration From the Past Until Now (Non-Continuous Verbs)

With Non-Continuous Verbs and non-continuous uses of Mixed Verbs, we use the

Present Perfect to show that something started in the past and has continued up

until now. "For five minutes," "for two weeks," and "since Tuesday" are all durations

which can be used with the Present Perfect. Examples:

I have had a cold for two weeks.

She has been in England for six months.

Mary has loved chocolate since she was a little girl.

Although the above use of Present Perfect is normally limited to Non-Continuous

Verbs and non-continuous uses of Mixed Verbs, the words "live," "work," "teach,"

and "study" are sometimes used in this way even though they are NOT Non-

Continuous Verbs.

ADVERB PLACEMENT



You have only seen that movie one time.

Have you only seen that movie one time?


ACTIVE / PASSIVE

Examples:

Many tourists have visited that castle. (Active)

That castle has been visited by many tourists. (Passive)

Verb Tense Exercise 7

USE 1 Present Perfect / Present Perfect Continuous


tenses. Check your answers at www.englishclub.com.

Robin: I think the waiter (forget)_________us. We (wait)________here for over half

an hour and nobody (take) ________our order yet.

Michele: I think you're right. He (walk)________by us at least twenty times. He

probably thinks we (order, already)__________.

Robin: Look at that couple over there, they (be, only) __________here for five or

ten minutes and they already have their food.

Michele: He must realize we (order, not)_____________yet! We (sit) here for over

half an hour staring at him.

Robin: I don't know if he (notice, even)__________us. He (run)_________from

table to table taking orders and serving food.

Michele: That's true, and he (look, not)__________in our direction once.


FUTURE FORMS


USE 2 "Will" to Express a Promise. Examples:

I will call you when I arrive.

If I am elected President of the United States, I will make sure everyone has access to inexpensive

health insurance.

I promise I will not tell him about the surprise party.

Don't worry, I'll be careful.

I won't tell anyone your secret.

USE 3 "Be going to" to Express a Plan

"Be going to" expresses that something is a plan. It expresses the idea that a

person intends to do something in the future. It does not matter whether the plan is

realistic or not.

Examples:

He is going to spend his vacation in Hawaii.

She is not going to spend her vacation in Hawaii.

A: When are we going to meet each other tonight?

B: We are going to meet at 6 PM.

I'm going to be an actor when I grow up.

Michelle is going to begin medical school next year.

They are going to drive all the way to Alaska.

Who are you going to invite to the party?

A: Who is going to make John's birthday cake?

B: Sue is going to make John's birthday cake.


USE 4 "Will" or "Be Going to" to Express a Prediction

Both "will" and "be going to" can express the idea of a general prediction about the

future. Predictions are guesses about what might happen in the future. In

"prediction" sentences, the subject usually has little control over the future and

therefore USES 1-3 do not apply. In the following examples, there is no difference

in meaning. Examples:

The year 2222 will be a very interesting year.

The year 2222 is going to be a very interesting year.

John Smith will be the next President.

John Smith is going to be the next President.

The movie "Zenith" will win several Academy Awards.

The movie "Zenith" is going to win several Academy Awards.

IMPORTANT

In the Simple Future, it is not always clear which USE the speaker has in mind.

Often, there is more than one way to interpret a sentence's meaning.

No Future in Time Clauses. Like all future forms, the Simple Future cannot be

used in clauses beginning with time expressions such as: when, while, before,

after, by the time, as soon as, if, unless, etc. Instead of Simple Future, Simple

Present is used. Examples:

When you will arrive tonight, we will go out for dinner. Not Correct

When you arrive tonight, we will go out for dinner. Correct

ADVERB PLACEMENT



You will never help him.

Will you ever help him?

You are never going to meet Jane.

Are you ever going to meet Jane?


ACTIVE / PASSIVE

Examples:

John will finish the work by 5:00 PM. Active

The work will be finished by 5:00 PM. Passive

Sally is going to make a beautiful dinner tonight. Active

A beautiful dinner is going to be made by Sally tonight. Passive

GRAMMAR: FUTURE FORMS

-Simple Future

Simple Future has two different forms in English: "will" and "be going to."

Although the two forms can sometimes be used interchangeably, they

often express two very different meanings. These different meanings might seem

too abstract at first, but with time and practice, the differences will become clear.

Both "will" and "be going to" refer to a specific time in the future.

FORM Will FORM Be Going

[Will + verb] (Am/is/are + going to + verb)

Examples: Examples

You will help him later.

Will you help him later?

You will not help him later.

You are going to meet Jane tonight.

Are you going to meet Jane tonight?

You are not going to meet Jane tonight.


USE 1 "Will" to Express a Voluntary Action

"Will" often suggests that a speaker will do something voluntarily. A voluntary

action is one the speaker offers to do for someone else. Often, we use "will" to

respond to someone else's complaint or request for help. We also use "will" when


we request that someone help us or volunteer to do something for us. Similarly, we

use "will not" or "won't" when we refuse to voluntarily do something. Examples:

I will send you the information when I get it.

I will translate the email, so Mr. Smith can read it.

Will you help me move this heavy table?

Will you make dinner?

I will not do your homework for you.

I won't do all the housework myself!

Dialog:

A: I'm really hungry.

B: I'll make some sandwiches.

A: I'm so tired. I'm about to fall asleep.

B: I'll get you some coffee.

A: The phone is ringing.

B: I'll get it.

NOTE: For more uses of the future form go to the portfolio. Second Conditional: unreal possibility or dream The second conditional is somewhat like the first conditional. We are still thinking about the future.

IF condition result


If I won the lottery I would buy a car.

Notice that we are thinking about a future condition. We use the past simple tense

to talk about the future condition. We use WOULD + base verb to talk about the

future result. The important thing about the second conditional is that there is an

unreal possibility that the condition will happen.

Here are some more examples:

IF condition result



If I married Mary I would be happy.

If Ram became rich she would marry him.

If it snowed next July would you be surprised?

If it snowed next July what would you do?

MORE EXERCISES AT www.englishclub.com

WILL / BE GOING TO ( PREDICTIONS ABOUT THE WEATHER)

Using the words in parentheses, complete the text below with the appropriate tenses, then

click the "Check" button to check your answers.

1. A: Why are you holding a piece of paper?

B: I (write) ____________a letter to my friends back home in Texas.

2. A: I'm about to fall asleep. I need to wake up!

B: I (get)____________you a cup of coffee. That will wake you up.

3. A: I can't hear the television!

B: I (turn) _____________it up so you can hear it.

4. We are so excited about our trip next month to France. We (visit) ________Paris, Nice and

Grenoble.

5. Sarah (come) ___________to the party. Oliver (be) __________there as well.

6. Ted: It is so hot in here!

Sarah: I (turn) _______________the air-conditioning on.

7. I think he (be) _______________the next President of the United States.

8. After I graduate, I (attend) ____________medical school and become a doctor. I have wanted to

be a doctor all my life.

9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is simply too small

for four people.

B: That man at the service counter (help) _______________you.

10. As soon as the weather clears up, we (walk) ____________down to the beach and go

swimming.


Comparative Adjectives

When we talk about two things, we can "compare" them. We can see if they are

the same or different. Perhaps they are the same in some ways and different in

other ways. We can use comparative adjectives to describe the differences.

REMEMBER We can use comparative adjectives when talking

about two things (not three or more things).

FORMATION OF COMPARATIVE ADJECTIVES

There are two ways to make or form a comparative adjective:

• short adjectives: add "-er" • long adjectives: use "more"

Short adjectives

• 1-syllable adjectives old, fast

• 2-syllable adjectives ending in -y happy, easy

Normal rule: add "-er" old > older

Variation: if the adjective ends in -e, just add -r late > later


big > bigger

Variation: if the adjective ends in -y, change the y to i happy > happier

Long adjectives

• 2-syllable adjectives not ending in -y modern, pleasant

• all adjectives of 3 or more syllables expensive, intellectual

Normal rule: use "more" modern > more modern expensive > more

expensive


Exception

The following adjectives have irregular forms:

• good > better • well (healthy) > better • bad > worse • far > farther/further

Use of Comparative Adjectives

We use comparative adjectives when talking about 2 things (not 3 or 10 or

1,000,000 things, only 2 things).

Often, the comparative adjective is followed by "than". Look at these examples:

• John is 1m80. He is tall. But Chris is 1m85. He is taller than John. • America is big. But Russia is bigger.

• I want to have a more powerful computer.

• Is French more difficult than English?

If we talk about the two planets Earth and Mars, we can compare them as shown in

the table below:

Earth Mars

Diameter (km) 12,760 6,790 Mars is smaller than Earth.

Distance from Sun (million km) 150 228 Mars is more distant from the Sun.

Length of day (hours) 24 25 A day on Mars is slightly longer than a day on Earth.

Moons 1 2 Mars has more moons than Earth.

Surface temperature (degrees Celcius)

22 -23 Mars is colder than Earth.

USE OF COMPARATIVES

Although we use comparative adjectives when talking about two things (not three or more things), in fact one or both of the things may be a group of things. Mt Everest is higher

than all other mountains.Here, we are talking about hundreds of mountains, but we are still comparing one thing

(Mt Everest) to one other thing (all other mountains).

REMEMBER

With some 2-syllable adjectives, we can use '-er' or 'more':

• quiet > quieter/more quiet • clever > cleverer/more clever

• narrow > narrower/more narrow • simple > simpler/more simple


Superlative Adjectives

A superlative adjective expresses the extreme or highest degree of a quality. We

use a superlative adjective to describe the extreme quality of one thing in a group

of things. In the example below, "biggest" is the superlative form of the adjective

"big":

A B C

A is the biggest.

We will look first at how we make superlative adjectives, and then at how we use them:

Formation of Superlative Adjectives and Use of Superlative Adjectives

REMEMBER We can use superlative adjectives when talking

about three or more things (not two things). Formation of Superlative Adjectives

As with comparative adjectives, there are two ways to form a superlative

adjective: Short adjectives: add “_est”; long adjectives: use “the+most”

Short adjectives

1-syllable adjectives old, fast

2-syllable adjectives ending in -y happy, easy

Normal rule: add "-est" old > the oldest

Variation: if the adjective ends in -e, just add -st late > the latest


big > the biggest

Variation: if the adjective ends in -y, change the y to i happy > the happiest

Long adjectives

2-syllable adjectives not ending in -y modern, pleasant

all adjectives of 3 or more syllables expensive, intellectual


Normal rule: use "most" modern > the most modern expensive > the most

expensive

REMEMBER

With some 2-syllable adjectives, we can use '-est' or 'most':

• quiet > the quietest/most quiet • clever > the cleverest/most clever

• narrow > the narrowest/most narrow • simple > the simplest/most simple

Exception. The following adjectives have irregular forms:

• good > the best • bad > the worst • far > the furthest

Use of Superlative Adjectives

We use a superlative adjective to describe one thing in a group of three or more

things. Look at these examples:

• John is 1m75. David is 1m80. Chris is 1m85. Chris is the tallest. • Canada, China and Russia are big countries. But Russia is the biggest. • Mount Everest is the highest mountain in the world.

If we talk about the three planets Earth, Mars and Jupiter, we can use superlative

adjectives as shown in the table below:

Earth Mars Jupiter

Dia- meter (km)

12,760 6,790 142,800 Jupiter is the biggest.

Dis- tance from Sun (million

km)

150 228 778 Jupiter is the most distant from the Sun.

Length of day (hours) 24 25 10 Jupiter has the shortest day.

Moons 1 2 16 Jupiter has the most moons.

Surface temp. (degrees Celcius)

22 -23 -150 Jupiter is the coldest.


Infinitive or -ing?

Sometimes we need to decide whether to use a verb in its:

• -ing form (doing, singing) or

• infinitive form (to do, to sing).

For example, only one of the following sentences is correct. Which one?

• I dislike working late. (???) • I dislike to work late. (???)

When to use the infinitive

The infinitive form is used after certain verbs:

- forget, help, learn, teach, train

- choose, expect, hope, need, offer, want, would like

- agree, encourage, pretend, promise, recommend

- allow, can/can't afford, decide, manage, mean, refuse

• I forgot to close the window. • Mary needs to leave early. • Why are they encouraged to learn English? • We can't afford to take a long holiday.

The infinitive form is always used after adjectives, for example:

- disappointed, glad, happy, pleased, relieved, sad, surprised

• I was happy to help them. • She will be delighted to see you.

This includes too + adjective:

• The water was too cold to swim in. • Is your coffee too hot to drink?

The infinitive form is used after adjective + enough:

• He was strong enough to lift it. • She is rich enough to buy two.


When to use -ing

The -ing form is used when the word is the subject of a sentence or clause:

• Swimming is good exercise. • Doctors say that smoking is bad for you.

The -ing form is used after a preposition:

• I look forward to meeting you. • They left without saying "Goodbye."

The -ing form is used after certain verbs:

- avoid, dislike, enjoy, finish, give up, mind/not mind, practise

• I dislike getting up early. • Would you mind opening the window?

REMEMBER Some verbs can be followed by the -ing

form or the infinitive without a big change in meaning: begin, continue,

hate, intend, like, love, prefer, propose, start.

• It started to rain. • It started raining.

• I like to play tennis. • I like playing tennis.

Infinitive or -ing Quiz. Check more exercises at www.englishclub.com

1 We like our grandmother on Sundays.

2 I might want your Science notes.

3 My father hates a tie to work.


4 We can't afford a vacation this summer.

5 The company was pleased your thank-you letter.

6 Would you mind a window?

7 My suitcase is light enough this time.

8 She cannot leave the table without her dinner.

9 The music will continue until you turn it off.

10 My little brother dislikes his hair brushed.


COEVALUATION: You will be evaluated by a partner complete the corresponding

criteria.

STUDENT'S NAME:______________________________ CODE:_______________

STUDENT'S EVALUATOR: ________________________ CODE: ______________ GRADE: _________________________________________ SESSION: ____________

SCALE; E = Effective S = Sometimes effective N '= Needs improvement

CRITERIA.: According to the number of E,S,N Scale, grade your partner. 1. Portfolio Organization - Presentation - Sequence of tasks

- Grammar - writings

- Supporting materials: Use of the Internet, power point -Reflection upon progress - Awareness of difficulties by talking to your tutor and partners - Use of supportive resources: Concept maps, illustrations, crossword puzzles

- Collaborative group activities

- Listening activities

-- Reading activities - Video activities - Additional materials - Listening to the radio news, Watching TV., Reading newspapers, TOTAL

BIBLIOGRAFÍA:

Council of Cultural Cooperation of Europe: Common European Framework of

Reference for Languages: Learning, teaching, assessment. Cambridge University

Press. 2003.

Janis Van Zante, et al. Grammar Links 3. Second Edition. A theme Based course

for reference and Practice.Houghton Mifflin Company. U.S.A. 2005

Hadfield, Jill. Intermediate Communication games. Longman. 1990.


Helgesen, Marc and Brown, Steven. Active Listening 2. Cambridge university press. 1996 Murphy, Raymond. English grammar in use. 2nd ed. Cambridge university press. 1998. Moskowitz, G. 1978. Caring and Sharing in the Foreign Language Class. Newbury House Publishers, Cambridge. Murphy, Raymond. Essential grammar in use. 2nd ed. Cambridge university press. 1998.

Oxford R & Sokolik M. Tapestry. Reading I 2000. Boston: Heninle and Heinle.

Schrampfer Azar, Betty. Fundamentals of English grammar. 2nd ed. Prentice Hall Regents. 1992.

Soars, Liz and John. New Headway. Elementary 7 -15 (student book). Oxford university press. 2000. Sowell, Thomas. Basic Economics. A common sense Guide to the Economy. Third Edition, 2007. Swan, Michael y Walter, Catherine, 1997, How English Works, Oxford University Press. Oxford.

Zorro I, Baracaldo D. Benjumean A. Castillo, R. La Autonomía y el aprendizaje

del inglés como lengua extranjera. Bogotá D.C: Universidad Libre de Colombia,

2007.

Webgrafía:

http://www.planetguide.net/book/chapter_2/water_cycle.html http://ga.water.usgs.gov/edu/urbanpath.html http://ga.water.usgs.gov/edu/sos3.html http://en.wikipedia.org/wiki/Image:Deforestationriobranco.jpg http://en.wikipedia.org/wiki/Tropical_cyclone http://en.wikipedia.org/wiki/File:Day5pressureforecast.gif http://en.wikipedia.org/wiki/Summer http://en.wikinews.org/w/index.php?title=Weather&redirect=no http://en.wikipedia.org/wiki/Geologic_temperature_record http://www.lablaa.org/blaavirtual/tesis/colfuturo/humansecurity.pdf http://www.englishclub.com/


SINTESIS Este módulo está dirigido a personas interesadas en la gestión pública ambiental y que a su vez requieren un material didáctico que les permita desarrollar una competencia comunicativa en lengua inglesa adecuada a sus necesidades de estudio. Este módulo preparado por la ESAP para sus programas tiene apoyo en las nuevas tecnologías donde ofrece enlaces tales como podcasts, video y referencias a páginas Web que apoyan el aprendizaje de los temas. Este ejemplar es el resultado de un proyecto que tiene en cuenta las capacidades cognitivas de los estudiantes, que incentiva la reflexión y el espíritu crítico y que promueve el aprendizaje autónomo. El módulo parte de la premisa de que el aprendizaje del inglés es un medio valioso para la formación integral. Se preocupa del desarrollo intelectual del aprehendiente para lo cual incluye tanto temas cotidianos como técnicos y usa varios géneros literarios. El módulo aspira a promover el desarrollo lingüístico cognitivo y social del aprendiente mediado por su compromiso de aprendizaje de la lengua. Las unidades que lo componen han sido elaboradas para presentar temas que despierten en los aprehendientes:

1. Interés por la disciplina de la gestión ambiental. 2. Interés por el lenguaje. 3. Deseo de reflexionar sobre sus experiencias de vida. 4. Satisfacción de usar el inglés como medio de comunicación.


This Portfolio is for you:

• to help you plan your work with English • to keep a record of your work and progress • to collect your language achievements • to show your achievements to your tutor COMPLETE THE FOLLOWING INFORMATION ABOUT YOURSELF


Language Passport

First name:_________________________________

Family name:_______________________________

Address:___________________________________

Date of Birth:________________________________

Born in:____________________________________

Nationality/Nationalities:_______________________

Mother tongue(s):____________________________

Other languages:____________________________

School:____________________________________

Year/Grade:________________________________

Completed on:

____________________________________________

Your photo

Language Passport

Language Biography

En esta sección el estudiante evalúa su progreso unidad por unidad y consulta con el tutor la ayuda necesaria para trabajar su competencia comunicativa. Su evaluación será tenida en cuenta en el progreso hecho en este portafolio y el módulo orientado por su tutor.

My opinion (student’s opinion)

My teacher’s opinion

LANGUAGE SKILLS LISTENING

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I can select detailed information in the text about airplanes and global warming

I can complete a summary with information I have heard on tape.


I can select detailed information in the text about rainforest I can select detailed information in the text about ecotourism I can select detailed information about good and bad things in favor and against the planet (video …….)

I can select detailed information in the text about renewable and non-renewable energy.

I can get the links easily by clicking:www.podacasts dirección electrónica)

My opinion


LANGUAGE SKILLS READING

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I can find detailed information in the text about climate change

I can find detailed information in the article on a web page about how to improve the environment.

I can guess the meaning of some words from the context. I can understand and interpret information about renewable energy presented in a chart form.

I can understand general information in the article about tsunamis.

I can understand general information in the newspaper story about a disaster in katryna.

I can find information about environmental problems in Colombia

My opinion


LANGUAGE SKILLS SPEAKING (GIVING PRESENTATIONS)

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I can describe temporary and permanent activities.

I can make predictions about the weather I can compare myself to others. I can compare things and activities. I can describe similarities and differences.

I can make predictions about the future.


I can use 5 – 10 new phrases in everyday English.

I can describe a sports event. can understand the questionnaire about having fun.

Language Skills

I can understand the meaning of some words from context.

I can describe the activities I have / somebody else has recently done. I can describe situations which started in the past and continue in the present.

I can express my opinion about the music I like.

I can say what I prefer doing and justify my preferences.

I can say what I promised/offered/decided/refused/agreed/wanted to do.

I can present arguments for and against about environmental issues

I can tell a story presented as a series of pictures.

I can use 10 – 20 new phrases in everyday English.

I can present my plans and intentions.

I can give definitions of some words. SPEAKING (Interaction)

I can talk about present and past situations.

I can ask and answer simple questions to complete missing information.

I can discuss environmental problems (e.g. global warming, the importance of renewable energy

I can talk about life in the future I can ask and answer questions about events in history.

I can talk about the way I learn.


My opinion


LANGUAGE SKILLS WRITIING

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I can fill in the enrolment form.

I can write a short text/story about an invention.

I can write an ending to a story about a mystery.

I can write a report about a sports event.

I can make a list of environmental problems in my area.

I can make a list of solutions to the environmental problems in my area.

I can write an article about my town environment (and how to improve it).

I can compare the use of renewable energy in different parts of the world to the use of renewable energy in my country.

I can find the information I need on the Internet and in books/magazines.

My opinion


PROJECT

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I can make a list of environmental problems in my area.

I can write an article about my town environment (and how to improve it).

I can plan, prepare and give a short (group) presentation (to the class).

I can answer simple questions from an audience about the topic after the talk.

I can write short notes.

I can make a poster on a certain topic.


Dossier WORK ON THE FOLLOWING ASSIGMENTS AND SHOW IT TO YOUR TEACHER An article about the ways to improve the environment in my town or city An email about a holiday in a city An email about how teenagers in my country have fun A short film review for a school magazine A newspaper story about a forest fire An email about a holiday A group presentation A class survey: how green we are A poster: homes around the world Designing a website about environmental issues Self-assessment questionnaire (Underline the ones you considered you have worked on. *1. During the last week/month/term you have been studying a) Pronunciation: b) The language of communication: c) Grammar: 2. How well have you mastered this material? ---------------------------------------------------------------------------------------------------------------------------

*3. You have also been studying vocabulary in the following area(s): ---------------------------------------------------------------------------------------------------------------------------

4. How do you assess your knowledge of this vocabulary? ---------------------------------------------------------------------------------------------------------------------------

5. How responsible have you been for your own learning? ---------------------------------------------------------------------------------------------------------------------------

6. Did you suggest anything you would like to do in the lessons to your teacher? Yes, No, if yes, what was it? ---------------------------------------------------------------------------------------------------------------------------

7. Looking back, I think I should pay more attention to: ---------------------------------------------------------------------------------------------------------------------------

8. I think that my weak points are: ---------------------------------------------------------------------------------------------------------------------------

9. I would like my learning to focus during the next lessons/days/weeks on: ---------------------------------------------------------------------------------------------------------------------------

111111 10) ----------------------------------------------------------------------------------------------------------------------


EXTRA ACTIVITIES PROPOSED FROM THE MODULE

PORTFOLIO

UNIT 1 Observation and forecasting

Effect on humans- Disasters

Badly flooded New Orleans, Louisiana after strong

Category 3 Hurricane Katrina. What is a Disaster? Weather has played a large and sometimes direct part in human history. Aside from climatic changes that have caused the gradual drift of populations (for example the desertification of the Middle East, and the formation of land bridges during glacial periods), extreme weather events have caused smaller scale population movements and intruded directly in historical events. One such event is the saving of Japan from invasion by the Mongol fleet of Kublai Khan by the Kamikaze winds in 1281.[20] French claims to Florida came to an end in 1565 when a hurricane destroyed the French fleet, allowing Spain to conquer Fort Caroline.[21] More recently, Hurricane Katrina redistributed over one million people from the central Gulf coast elsewhere across the United States, becoming the largest diaspora in the history of the United States.[22]

Though weather affects people in drastic ways, it can also affect the human race in

simpler ways. The human body is negatively affected by extremes in temperature,

humidity, and wind.[23] Mood is also affected by the weather.[24]


BE AWARE OF CLIMATIC CHANGES. HOW MAY FORECASTS HELP HUMAN

BEINGS?

Answer By predicting how weather will evolve; so we can take care of our lives

properties, by being aware of temperature and precipitation, two important

elements in agriculture.

HOW CAN ERROR BE IMPROVED TO AVOID MISUNDERSTANDINGS IN

WEATHER PREDICTIONS?

By using scientific understanding of atmospheric processes, also taiking into

account the differences in current time and the time for which the forecast is being

made, so the use of ensembles and model consensus help narrow the error and

pick the most likely result.

HOW FORECASTING WILL TAKE PART IN HUMAN BEIGNS OUTDOOR

ACTIVITIES?

Answer: It will prevent them from rain, snow and wind chill

[edit] Forecasting

Main article: Weather forecasting

Forecast of surface pressures five days into the future for the north Pacific, North America, and north Atlantic ocean.

Weather forecasting is the application of science and technology to predict the

state of the atmosphere for a future time and a given location. Human beings

have attempted to predict the weather informally for millennia, and formally since

at least the nineteenth century.[25][26] Weather forecasts are made by collecting

quantitative data about the current state of the atmosphere and using scientific

understanding of atmospheric processes to project how the atmosphere will

evolve.


Once an all human endeavor based mainly upon changes in barometric

pressure, current weather conditions, and sky condition, forecast models are

now used to determine future conditions. Human input is still required to pick the

best possible forecast model to base the forecast upon, which involves pattern

recognition skills, teleconnections, knowledge of model performance, and

knowledge of model biases. The chaotic nature of the atmosphere, the massive

computational power required to solve the equations that describe the

atmosphere, error involved in measuring the initial conditions, and an incomplete

understanding of atmospheric processes mean that forecasts become less

accurate as the difference in current time and the time for which the forecast is

being made (the range of the forecast) increases. The use of ensembles and

model consensus help narrow the error and pick the most likely outcome.

There are a variety of end users to weather forecasts. Weather warnings are

important forecasts because they are used to protect life and property.[33]

Forecasts based on temperature and precipitation are important to agriculture,

and therefore to commodity traders within stock markets. Temperature forecasts

are used by utility companies to estimate demand over coming days. On an

everyday basis, people use weather forecasts to determine what to wear on a

given day. Since outdoor activities are severely curtailed by heavy rain, snow

and the wind chill, forecasts can be used to plan activities around these events,

and to plan ahead and survive them.

KEY WORDS: atmosphere, scientific data,predicition, temperature, precipitation and agriculture. ANSWER THE FOLLOWING QUESTIONS.

The Weather forecast:

_____ is a device used in meteorology

___X__ mentions about the state of the atmosphere for a future time and a

given location.

_____ controls natural disasters


What is the weather forecast for Bogotá in August? (Check the text and make your

predictions)

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Search for tropical weather. Why is there tropical weather? Mention five tropical weather countries:

Weather

Thunderstorm · Tornado

Tropical cyclone (Hurricane)

Extratropical cyclone

Winter storm · Blizzard

Ice storm

Precipitation

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Fog · Drizzle · Rain

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Temperate

Spring · Summer

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Topics

Tropical

Dry season

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Meteorology

Weather forecasting

Climate · Air pollution

Storms Weather Portal


Look at the pictures and match the illustration to the corresponding expression

What's the weather like?

1 )__________________________

_____ It's hot and humid.

_____It's cold and overcast.

_____It's sunny and clear.

2)_____________________________

3)_________________________


Match the following sentences:

I. I have a backache. __You should drink tea 2. I have a toothache. __You should a rest 3. I have a fever. __You should go to the dentist. 4. I have a cold. __You should go to bed 5. I have an earache. __You should take cold medicine 6. I have a cough __You should go to the doctor 7. I have a stomach-ache. __You should take cough medicine MATCH THE SENTENCES. Write in the temperature in the space provided. ___You should wear a jacket ___You should wear a T-shirt ___You should go to the swimming pool


Follow this link and find out about other diseases human beings are exposed for not having drinkable water. http://ga.water.usgs.gov/edu/urbanpath.html

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DO THE ABOUT THE READING AND FIND SIMILARITIES WITH THE INTERNATIONAL PROTOCOL AT JAPAN, ALSO CHECK FOR THE COUNTRIES INVOLVED. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activists keep hopeful eye on climate talks

By Danielle Knight (www.google.com)

Washington, DC, Nov. 1 (IPS)— Environmentalists say they are encouraged by progress toward finalizing implementation of the Kyoto Protocol on climate change at ongoing talks in Morocco, despite the lack of participation by the world’s largest emitter of greenhouse gases.

The United States is merely observing negotiations due to end Nov. 9 in Marrakesh but the European Union (EU), Japan, and other countries “are moving forward,” says Jennifer Morgan, climate change program director at the World Wildlife Fund (WWF). “These countries are drafting domestic legislation to ratify and implement the 1997 treaty,” she adds.

The Kyoto Protocol, named after the Japanese city where it was drawn up, calls for the 38 industrialized nations to reduce, by 2012, their combined annual greenhouse gas emissions to an average of 5.2 percent below their 1990 levels.

President George W. Bush has refused to support the treaty, calling it unfair because it does not require developing nations to commit to binding reduction targets.

The European Commission, however, is calling on member states to ratify the Protocol by mid-June 2002, in time to commemorate the tenth anniversary of the Earth Summit in Rio de Janeiro, where a voluntary version of the Protocol was first drafted.

Countries now are negotiating brass-tacks issues including how compliance with the treaty’s legally binding rules will be monitored and enforced. “That system will form the fundamental building blocks of the Kyoto Protocol,” says Ram Uppuluri, an attorney with Environmental Defense, a Washington-based advocacy group.


Negotiators also are discussing the mandate and regional make-up of the executive board that would oversee the accord.

“We’re encouraged by the parties’ determination to get things done,” says Nathalie Eddy, a climate campaigner with Greenpeace International.

WWF’s Morgan, however, acknowledges that despite their optimism, environmentalists are keeping a close watch on Russia, Japan and Canada to make sure they do not “back-track” on commitments to push through with the process.

Substantial differences persist, she says. Russia, for example, has said it must get additional credit for maintaining its vast forests -- a natural sink for the greenhouse gas carbon dioxide -- if it is to support the treaty; Germany opposes this.

At least 55 nations, including countries that account for at least 55 percent of the industrialized world’s 1990 level of carbon dioxide emissions, must ratify the agreement for it to be become binding. Without US participation, ratification hinges on Russian and Japanese support.

Japan has said that it wants to see the agreement enter into force by 2002 but its position on ratification remains unclear since it had insisted this would only happen if the United States also went along. Tokyo is staying in the game thanks to strong Japanese public support for the treaty, say environmentalists.

Even if the treaty is ratified, greenhouse gas emissions actually could rise 2.5 percent by 2010 if the Washington remains on the sidelines, according to Greenpeace International. This is because the United States, which accounts for 4.6 percent of the world’s population, produces about one-fourth of all emissions.

The irony of the treaty, adds Alden Meyer, director of government relations at the Union of Concerned Scientists, is that the United States strongly influenced the shape of the Protocol. The Clinton administration insisted, for example, that it include a scheme to allow countries to trade emissions allowances.

Meyer says he believes that nations involved in the current talks are trying to avoid decisions that would thwart future participation by Washington.

With high-level ministerial negotiations scheduled for the coming week, Uppuluri at Environmental Defense says the Marrakesh round of talks will only be deemed successful “if it paves the way for ratification.”


READ ABOUT THE FOLLOWING PROJECTS ABOUT COLOMBIA AND SEE THE AVAILABLITY OF READING THEM IN SPANISH Colombia: Third Programmatic Development Policy Loan (DPL) for Sustainable Development Project (SusDevDPL III) Available in: Español WASHINGTON, December 18, 2008 - The following project was approved today by the World Bank’s Board of Executive Directors: IBRD Loan: US$450 million TERMS: Maturity = 24 years; Grace = 11 years Project Description: The Third Programmatic Development Policy Loan (DPL) for Sustainable Development Project (SusDevDPL III) for Colombia aims to support the government of Colombia’s efforts to achieve the Millennium Development Goals (MDGs). It particularly supports Goal seven which seeks to ensure environmental sustainability. The SusDevDPL III continues efforts to prepare critical sustainable development policies, strengthen Sistema Nacional de Ambiente (SINA) agencies, and implement a system to monitor regional and national environmental performance. Media Contact Patricia Da Camara (202) 473-4019 [email protected] For project documents, please visit: http://web.worldbank.org/external/projects/main?pagePK=64283627&piPK=73230&theSitePK=40941&menuPK=228424&Projectid=P101211 For more information, please visit the Projects website. --------------------------------------------------------------------------------

Related News : Search the following websites about environmental projects in Colombia and check the support given by the World Bank.

Colombia: Disaster Risk Management Development Policy Loan with Catastrophe Deferred Draw Down Option (CAT DDO) Project

Colombia: Familias en Acción Project for Colombia Colombia: World Bank Supports Social and Environmental Objectives with US$1.2 Billion


ANSWER KEY FROM THE MODULE:

UNIT 1: NATURE AND ITS PHENOMENA 1.1 THE WEATHER DESCRIBING PICTURES 1) Darkness 2) solar system 3) clear sky 4) tornado.

READ THE FOLLOWING PASSAGE AND DO THE FOLLOWING EXCERCISES

1) What does cause long-term climate?

Answer: Changes in the earth’s orbit.

2) Which aspects affect temperature?

Answer: latitude, elevation, and the presence of ocean currents

Choose the most appropriate word and answer according to the text: Compare your answers with a partner.

1) Jet stream refers to: An air current ; 2) The sunlight is different at different times of the year

because: Because of the position of the earth.3) Temperature and precipitation are influenced

by: Latitude, elevation and ocean current.

EXPANSION ACTIVITY: SPEAKING /BASED ON THE READING BELOW AND WITH THE

HELP OF THE ILLUSTRATIONS ANSWER THE FOLLOWING QUESTIONS:

1) Why do seasons happen? (Give more details if you have knowledge about it also talk to your

partner and express a preference for a season)

ANSWER: Seasons occur due to the earth and position, also because of changes in the

amount of sunlight which may cause animals to go into hibernation or to migrate, and plants to

be dormant.

2) What other kind of seasons are mentioned on the text and in which regions are they located?

ANSWER: Wet and dry season and they are located in tropical and subtropical areas.

1.1 THE WATER

LOOK AT THE ILLUSTRATION AND IDENTIFY ITS CYCLE IN THE THREE MAIN

DIFFERENT STATES: liquid, vapor, and ice.

SPEAKING: FORMULATE AND WRITE THE CORRESPONDING QUESTIONS FOLLOWING

THE NEXT FOUR STATEMENTS. THEN INTERVIEW TWO PARTNERS TO SEARCH IF:

ACTUAL QUESTIONS


1) Do you watch your cars at home?

2) How often do you boil the water?

3) Do you collect rainy water for watering the plants?

4) Do you you buy water by bottles?

READING: Identify specific information from the previous exercise:

1) Water quaility depends of three landscape features, which are those?

Geology, topography and soils

2) There are two chemical elements that cause harm to water, which are those

Nutrients and pesticides.

3) The quatlity of water depends of surface water and ground water

interconnections, which are those?

Atmospheric contributions, natural landscape features and human activities.

WRITING: TRANSFER FIVE SENTENCES YOU MAY FIND IN THE TEXT THAT EXPRESS

PRESENT PERFECT TENSE:

1) Chemical pollutants have been detected in streams,

2) Endangering plant and animal life and sewage spills have occurred.

3) Pesticides and other chemicals have seeped into the ground and have

harmed the water in aquifers.

4) Drinking water; and, runoff containing pollutants from roads and parking lots have affected the water quality of urban streams day.

SPEAKING: MAKE GROPUS OF FOUR AND SELECT THE MEASURE YOU CONSIDER

APPROPRIATE TO MANAGE WATER CRISIS, SUPPORT THE OPTION YOU HAVE

CHOSEN BY DISCUSSING WITH YOUR PARTNERS.


Check the Ups and Downs icon to see good and bad points about each measure.

What measures would you use to handle your water crisis? Select an answer from 4 to 1 stars:

- "Great idea, I'd use it" - "Only a fair idea"

- "Pretty good idea" - "Bad idea, I wouldn't use it"

Suggested answers with their corresponding support given below.

Mandatory restrictions on water use:

Find new water supplies (build a reservoir, new wells):

Raise the price of water:

Cut back/stop new developments:

Encourage water conservation:

Buy water from another city/state:

Mandatory restrictions on water use: "Great idea, I'd use it" because more and more people

have gotten diseases from drinking polluted water so factories and industries should be banned

if they cause dammage to water.

Find new water supplies(build a reservoir, new wells): "Great idea, I'd use it", it has been demonstrated on the news that claen water is not enough for the whole community. Raise the price of water: "Pretty good idea”, so peole could be more conscious about its worthy uses in every daily activities. Cut back/stop new developments:”Only a fair idea", new ideas for preserving clean water could be feasible keeping in mind that this involves taxes payment. Encourage water conservation: Great idea, by promoting campaings Buy water from another city/state: Pretty good idea, if unsustainability may cause scarce of water for the community. 1.3 AMAZON RAINFOREST ASSOCIATE THE NUMBERED WORDS TO THE GIVEN DEFINITION, NOTICE THAT THEY TAKE PART OF THE WORDS WRITTEN IN BLACK ON THE PREVIOUS READING. 1. G 2. E 3. B 4. C 5. D 6. F 7. A


SPEAKING: Read and pay attention to the words in black, they make part of the clue words, and then answer the questions. Taken and adapted from HTTP://EN.WIKIPEDIA.ORG/WIKI/IMAGE:DEFORESTATIONRIOBRANCO.JPG 1) Do our actions against nature inflict in natural disasters? Why? Yes, because the things that we use need energy and energy is produced with fuels, electricity, thermal engines and nuclear engines that sends CO2 to the ozone layer. 2) What do you know about acid rain, what are the effects on nature? Both the lower pH and higher aluminum concentrations in surface water occur as a result of acid rain which can cause damage to fish and other aquatic animals. 3) Reading the text, can you mention more examples about anthropogenic? Accept different possible answers. 4) In Colombia deforestation has caused serious problems to the environment, which actions have you considered to take care of it? Name 5. Follow the model sentence Suggested Answers Ex: a) I have bought wood imitation furniture that is made of steel. b) I have Natural Gas engine installed in my car. c) I have participated in campaigns in favor of recycling d) I have avoided buying can food. e) I have started to separate rubbish like: glasses, paper, plastic and organic disposal by using different color waste baskets. f) I have involved my neighbors to take part in the community to avoid pollution. LISTENING SECTION: Click control a slect with the mouse on your computer the following link http://www.sendspace.com/file/fop2nh. Listen to a podcast about reinforests. 1)Search a picture of a rainforest (at www.google.com) and identify some elements mentioned on it. 2) Follow this link to go to the script (guión del podacast)Listening: Rainforest and compare what you have heard. See suggested answer about the picture in the answer key section. Suggested picture


Taken from Google: www.traveljournals.net/pictures/3683.html

1)Search a picture of a rainforest (at www.google.com) and identify some elements mentioned on it. 3) Listen again and match the numbers to the corresponding sentence. a) 22.5 = ___f___ inches of rain producd annually in some other areas. b) 480= ___ a___ distribution of degrees to the north and south of the Equator. c) 50% = ___ e__ regular inches of rain produced annually d) 75%= ___g__ surface on Earth that used to be covereded by tropical rainforests e) 80% = ____c___sustainability of forests f) 430= ____b___varieties of trees that may be found in just one hectare of rainforest. g) 12% _____d___production of rain generated by the rainforest itself h) 5.3%. ____h____represents the percentaje of rainforest’s coverage of tropical rainforests today


UNIT 2: CHANGES IN THE ENVIRONMENT

2.1. The industrial revolution

READING: (Suggested answers)

Use a remark and write 3 types of machinery and technological

advances that made part of the industrial revolution.

1) The introduction of steam power gave support to economy by increasing

production capacity

2) The development of all metal machine tools facilitated the manufacture

of more production machines for manufacturing in other industries.

3) Internal combustion engine and electrical power generation brought

technological and economic progress with the development of steam-

powered ships, railways later in the nineteenth century.http://en.wikipedia.org/wiki/Industrial_Revolution - cite_note-0#cite_note-0

2.2 NATURAL DISASTERS

Go to the following link http://en.wikipedia.org/wiki/Storm about Natural disasters and

mention the effects caused by a tropical cyclone. Find out in more information at:

ANSWER Effects: 1) winds 2) increase in sea level 3) tornadoes 4)eyewall mesovortices, 5)shelters 6)precipitation 7)middle latitudes 8)coastal estuaries


READING: READ ABOUT THE EFFECTS OF TROPICAL CYCLONES AND FIND OUT CAUSES AND CONSEQUENCES. COMPLETE THE FOLLOWING CHART ABOUT CAUSES AND CONSEQUENCES. SUGGESTED ANSWERS

NATURAL DISASTERS CAUSES Tropical cyclones Strong winds

CONSEQUENCES -Large waves, heavy rain and high winds destroy vehicles, buildings, bridges and death

FROM THE PREVIOUS READING FIND POSITIVE EFFECTS ON CYCLONES:

a) Dry regions received precipitation regime.

b) Tropical cyclones also help maintain the global heat balance by moving warm, moist tropical air to the middle latitudes and Polar Regions.

c) Cyclones stir up the waters of coastal estuaries, which are typically important fish breeding places.

2.3 ENVIRONMENTAL ISSUES PUT THE CORRESPONDING NUMBER IN FRONT OF THE WORD 9 OVERFISHING 7 HUNTING 3 GLOBAL WARMING 2 NATURAL DISASTERS 8 RECYCLING 1 RAINFOREST & DEFORESTATION 4 ANIMLAS IN EXTINCTION 10 LOGGING 5 AEROSOL 6 SMOKE NOW MATCH SOME OF THE FOLLOWING EXPRESSIONS USING THE PREVIOUS WORDS, AGAIN PLACE THE NUMBER ON THE PROVIDED SPACE. Check on these expressions _ 2___Be aware of natural disasters __5___ Use fewer aerosol sprays __6___ Fine factories that pollute the air, the seas, rivers and lakes. _10___ Ban logging trees.


__4___ Announce animal’s captivity __7___. Ban hunting in forests __8___ Label waste baskets when recycling __1___ Keep nature and take care of biodiversity __3___ Do not contribute to alter the climate __9___ Ban fishing in some areas 2.3.1.The Ozone Layer READING COMPREHENSION QUESTIONS

1) Who discovered the Ozone Layer?

Charles Fabry and Henri Buisson.

2) Look at the previous graphic: What do UV-A and UV-B stand for? Ultraviolet rays 3) What actions should humans consider to protect the ozone layer? Avoid the uses of aerosol sprays, also using it in refrigeration and industrial cleaning EXPLAIN ON YOUR OWN WORDS THE RELATIONSHP BETWEEN GREEN HOUSE EFFECT AND GLOBAL WARMING. --------------------------------------------------------------------------------------------------------------------------

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THE GREEN HOUSE EFFECT READING: BY MEANS OF THE FOLLOWING READING FIND OUT HOW THE GREEN HOUSE WORKS, EXPLAIN THE CAUSES AND THE CONSEQUENCES OF IT IN THE ATMOSPHERE. Suggetsed answer The heating process caused by the green house effect is called global warming. When greenhouse gas rise into the atmosphere, they act like a shield of greenhouse glass wrapped around the Earth. That is, they let in sunlight while trapping heat radiated from to Earth. As a result, the atmosphere becomes warmer. Although scientists may debate the details of the process of global warming, they do agree on some statistics. For example, they know that the amount of carbon dioxide in the atmosphere is at its highest level ever.


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OTHER WAYS OF CAUSING DAMAGE TO THE PLANET THERMAL POLLUTION: Section Review

4. What is thermal pollution? What types of wildlife are threatened by thermal pollution?

It is a waste heat damage produced in the environment causing an unnatural rise in temperature. 5. What is the source of the heat that causes thermal pollution? Heat energy used by Modern technology. 6. What happens to the excess heat after the water gets cool in the cooling

tower?It has cooled enough so that it is no longer a threat to fishes and other wildlife.

2.3.6 ENDANGERED CREATURES Questions:

1) What does the “old saying” in the first paragraph mean? That learning takes place after teaching 2) Why may this saying not be true any longer? Because once they learnt how to fish too little fish is caught almost nothing. 3) Why do Philippine fishermen use lights to fish? Because they ca see how big the fish are 4) What has happened to the fish market in the Philippines? It has decreased since nothing much has left. 5) Where are the Grand Banks? In New England and in Canada. 6) How do statistics hide overfishing spreading? reports show that the world’s supply of fish is still growing, even though people fish more. The reports do not report on the type of fish that are increasing in supply. This can hide the fact that some types of fish are disappearing. 7) How is overfishing spreading? Too fast because everybody can fish 8) Why is it wasteful to catch too many fish too quickly? Because people prefer fresh fish


9) Whose fault is overfishing facts? The use of technology, rich people have bigger boats too. 10)Why is the European Union fishing in Africa? The European Union is fishing in Africa because there are too many fishermen in Europe. 11) How did European Union boats affect fishing in South America? Because Europe sold extra botas in South America. 12) How does technology affect fishing? Boats have new engines, satellites, and computers. And the technology improves all the time. Better technology makes it easier to catch more fish.found

3.1. DRUG WARS 1) How can cocaine affect Colombia’s rainforest? The eradication needs some chemicals that harm natural soils so the cocaine plant can not grow, that is one of the main reasons of the cocaine eradication in Colombia.

2) Can manual eradication help the rainforest soil to recover? Why? Yes, the manual eradication is a natural and better way to have the natural soil recovered and the aborigines can help with this eradication.

3) Why do Indigenous and peasants can not take real action to recover their land? Because international and national laws have not considered their own needs.

3.2 ENERGY ALTERNATIVES:

1) What are the benefits of using geothermal energy?

Answer: First, it's clean. Energy can be extracted without burning a fossil fuel such as coal, gas, or oil. Geothermal fields produce only about one-sixth of the carbon dioxide that a relatively clean natural-gas-fueled power plant produces, and very little if any, of the nitrous oxide or sulfur-bearing gases. Binary plants, which are closed cycle operations, release essentially no emissions.

2) Why is geothermal energy a renewable resource? Answer: Because its source is the almost unlimited amount of heat generated by the Earth's core. Even in geothermal areas dependent on a reservoir of hot water, the volume taken out can be reinjected, making it a sustainable energy source.


3) What are the environmental impacts of using geothermal energy? Answer: Geothermal technologies offer many environmental advantages over conventional power generation: Emissions are low. Only excess steam is emitted by geothermal flash plants. No air emissions or liquids are discharged by binary geothermal plants, which are projected to become the dominant technology in the near future. Salts and dissolved minerals contained in geothermal fluids are usually reinjected with excess water back into the reservoir at a depth well below groundwater aquifers. This recycles the geothermal water and replenishes the reservoir. The City of Santa Rosa, California, pipes the city's treated wastewater up to The Geysers power plants to be used for reinjection fluid. This system will prolong the life of the reservoir as it recycles the treated wastewater. Some geothermal plants do produce some solid materials, or sludges, that require disposal in approved sites. Some of these solids are now being extracted for sale (zinc, silica, and sulfur, for example), making the resource even more valuable and environmentally friendly.

4) What is the visual impact of geothermal technologies?

Answer: District heating systems and geothermal heat pumps are easily integrated into communities with almost no visual impact. Geothermal power plants use relatively small acreages, and don't require storage, transportation, or combustion of fuels. Either no emissions or just steam are visible. These qualities reduce the overall visual impact of power plants in scenic regions. 5) How much water does a plant require? Answer: The flow required depends on the temperature of the fluid, the ambient (sink) characteristics, and the pumping power required to supply and dispose of the fluid. Excluding fluid pumping, a closed-loop binary-cycle geothermal power plant would need 450 to 600 gallons per minute (gpm) to generate 1 MW from a 300° F fluid with an air temperature of 60° F. If the fluid temperature were only 210° F, one would need 1,300 to 1,500 gpm to generate the same amount of power. If an evaporative cooling system were used, 45 to 75 gpm of make-up (clean) cooling water would also be required to generate 1 MW. 3.2. The info-revolution

Read the following information and find an answer to the following question:

How does the info-revolution affect the environment?

Answer: Some appliances are garbage in our houses since they have been replaced by

the use of calculators, computers and other electronic devices.

______________________________________________________________________

______________________________________________________________________


2) Why have our lives changed with the use of info-revolution? Answer: The use of technological devices are leaving behind the family habits so social life is not an important one.

4.1 The participation of international and national protocols. Answers may find on the podcasts ( check the links)


FINAL EVALUATION : ANSWER KEY UNDER 50 points

VOCABULARY: Define these environmental topics (10 points)

Acid rain: is rain or any other form of precipitation that is unusually acidic. It has harmful effects on plants, aquatic animals, and infrastructure. Acid rain is mostly caused by human emissions of sulfur and nitrogen compounds which react in the atmosphere to produce acids. In recent years, many governments have introduced laws to reduce these emissions.

Anthropogenic: effects, processes or materials are those that are derived from human activities, as opposed to those occurring in natural environments without human influence.

Greenhouse effect: The heating process caused by the green house effect is called global warming. When greenhouse gas rise into the atmosphere,it acts like a shield of greenhouse glass wrapped around the Earth. That is, it let in sunlight while trapping heat radiated from to Earth. As a result, the atmosphere becomes warmer

Rainforests: Tropical rainforests are home to a rich, colourful variety of medicinal plants, food, birds and animals. The Amazon may have more species of ants than the whole of Britain! 480 varieties of trees may be found in just one hectare of rainforest. These forests sustain around 50% of all the species on Earth, and offer a way of life to many people living in and around the forest.

Global warming: The heating process caused by the green house effect is called global warming. When greenhouse gas rise into the atmosphere, they act like a shield of greenhouse glass wrapped around the Earth. That is, they let in sunlight while trapping heat radiated from to Earth.

LISTENING: Listen to the follwoing podcast about Mountains - By Richard Sidaway, follow this link http://www.sendspace.com/file/pnh2zo and answer to the folowing questions. (10 points)

1) Which sports are mentioned in this podcast? Snowboarding, Base Jumping and Rock Climbing 2) What damages have these sports made to the environment? Human beings have been using the mountains and ecosystems as playgrounds not for what they really are, so these sports have been causing serious problems such as: dissapearing of snow, stability in mountain regions, and assistance for mountain people to maintain their ways of life.


3) What do human beings have to do to take care of the mountanins?

Change their life styles

READING: Read the following news: Sprawl is unhealthy, CDC researchers conclude. Pay attention to the vocabulary given in bold letters, then complete the chart based on the characteristics presented:

VOCABULARY: Synonyms for these words have given to offer help in understanding the reading passage.

Urban Sprawl:Crew, too many people living in the cities. Pedestrian: walker Flood: inundation Wetland: swamp, Floodplain: an area of low-lying land across which a river flows that is covered with sediment as a result of frequent flooding Hazards: Something that is potentially very dangerous PROBLEM CAUSES CONSEQUENCES EXAMPLES Car accidents Sprawl / too many

people/car in the cities.

Death Pedestrians victims

Flooding Weak zoning laws/ not draining system

Drawn people 850 died in the last years

Diseases smog Respiratory problems

Asthma

Poor planning of the city

Pollution Industries

WRITING: Based on the previous reading write five environmental similar problems you may know about Colombia’s news. Each news should have a whole idea about the problem stated. You will be evaluated on coherence, cohesion, organization of ideas, syntax and spelling. (10 points)

• ___________________________________________________________________________________

• ___________________________________________________________________________________

• ___________________________________________________________________________________


• ___________________________________________________________________________________

• ___________________________________________________________________________________

SPEAKING: Choose one of the following topics and Give a talk about it .

You would be evaluated under the following criteria: Communication,

interaction, knowledge of the topic, pronuciation and accuracy. (10

points)

1) Present arguments for and against about environmental issues

2) I can discuss environmental problems (e.g. global warming, the importance

of renewable energy

3) Predict the forecast for tomorrow in Bogotá city


GLOSSARY

Acid rain: is rain or any other form of precipitation that is unusually acidic. It has harmful effects on plants, aquatic animals, and infrastructure. Acid rain is mostly caused by human emissions of sulfur and nitrogen compounds which react in the atmosphere to produce acids. In recent years, many governments have introduced laws to reduce these emissions. Lluvia acida: La lluvia ácida se forma cuando la humedad en el aire se combina con el óxido de nitrógeno y el dióxido de azufre emitidos por fábricas, centrales eléctricas y vehículos que queman carbón o productos derivados del petróleo Afraid: feeling fear; filled with apprehension. Miedo: Sensación de alerta y angustia por la presencia de un peligro o mal,sea real o imaginario.

Allow: to give permission to or for; permit. Permitir: Consentir, normalmente quien tiene autoridad para ello, que otros hagan o dejen de hacer una cosa. Anthropogenic: effects, processes or materials are those that are derived from human activities, as opposed to those occurring in natural environments without human influence. Antropogénico: Se llama influencia antropogénica a aquellos efectos producidos por las actividades humanas Awe: an overwhelming feeling of reverence, admiration, fear, etc., produced by that which is grand, sublime, extremely powerful. Sobrecogimiento: Fuerte impresión o sobresalto que causa una cosa. Axis: is a movement of an object in a circular motion. A two-dimensional object rotates around a center (or point) of rotation. A three-dimensional object rotates around a line called an axis. Eje: un eje es una línea recta con respecto a la cual una figura geométrica puede rotar; dicha recta se llama eje de rotación. Un eje de simetría es una recta respecto a la cual una figura es simétrica. El término también se utiliza para los ejes de una función: el eje X horizontal, el eje Y vertical y el eje Z como posible tercer eje para gráficas en 3 dimensiones.

Bush: a low plant with many branches that arise from or near the ground. Arbusto: Planta perenne de mediana altura, de tallo leñoso y corto, con las ramas desde la base. Blockbuster (n): a book, film, etc that is very popular and successful. Blockbuster: Pelicula exitosa


Campaign (v): to organize a series of activities to try to achieve something. Campaña: Conjunto de actos que se dirigen a conseguir un fin determinado, p. ej. de tipo político, económico o publicitario. Chambers (= spaces where bullets could go). Recamara: En las armas de fuego, lugar del cañón opuesto a la boca, donde se coloca el cartucho o la bala que se va a disparar. Crops: is any plant that is grown in significant quantities to be harvested as food, livestock fodder, or for any other economic purpose. This category includes crop species as well as agricultural techniques related to cropping. Cultivo: cultivar la tierra; son los diferentes trabajos de tratamiento del suelo y cultivo de vegetales, normalmente con fines alimenticios Developed: advanced in sophistication Desarrollo: Sofisticación avanzada

Efficient: functioning in the best way with the least effort Eficiente: Funciona de la mejor manera sin tanto esfuerzo. Enthusiast (n): someone who is very interested in and involved with a particular activity or subject. Entusiasta: Relacionado con el entusiasmo o que lo muestra Exotic: unique and unusual, not local or native Exotico: Único e inusual, no nativo. Found (v): to start an organization, especially by providing money. Encontrar: Dar con una persona o cosa que se busca. Fuel: Fuel is any material that is burned or altered in order to obtain energy and to heat or to move an object. Fuel releases its energy either through a chemical reaction means, such as combustion, or nuclear means, such as nuclear fission or nuclear fusion. Combustible: Es cualquier material capaz de liberar energía cuando se cambia o transforma su estructura química. Supone la liberación de una energía de su forma potencial a una forma utilizable (por ser una reacción química, se conoce como energía química).

Harmed: damage or harm caused to the structure or function of the body caused by an outside agent or force, which may be physical or chemical. Deterioro: Lastimado


Hire: to engage the services of (a person or persons) for wages or other payment. Contratar: to engage the services of (a person or persons) for wages or other payment. Host: a person who receives or entertains guests at home or elsewhere. Anfitrión: Persona que tiene invitados.

Illness: caused by microorganisms that inflict in the correct body function. Enfermedad: Enfermedad causada por microorganismos patógenos que incurren en el funcionamiento normal de cuerpo.

Issue (n): an important subject or problem that people are discussing. Cuestión: Asunto o materia en general de que se trata. Jet lag: is a physiological condition which is a consequence of alterations to circadian rhythms; it is classified as one of the circadian rhythm sleep disorders. Desorden de sueño: Es una condición psicológica que tiene como consecuencia alteraciones en el ritmo cardiaco. Jet stream: are fast flowing, relatively narrow air currents found at the tropopause, the transition between the troposphere (where temperature decreases with height) and the stratosphere (where temperature increases with height),[1] and are located at 10-15 kilometers above the surface of the Earth. Corriente de aire: son flujos rápidos de aire, corrientes relativamente angostas de aire que se encuentran en la atmósfera a una altura de 11 kilómetros (36.000 pies) (variablemente según la latitud) sobre la superficie de la tierra y por debajo de la tropopausa.relativa mediante la humedad relativa o grado de humedad. Jugglers: a person who performs juggling feats, as with balls or knives. Malabarista: Persona que hace juegos malabares. Lucky: Having or marked by good luck; fortunate Suerte: Que tiene o se hacen las cosas a su favor

Mar (v): to spoil something. Estropear: Maltratar, deteriorar, desmejorar una cosa Moisture: generally refers to the presence of water, often in trace amounts. Humedad: Se denomina humedad ambiental a la cantidad de vapor de agua presente en el aire. Se puede expresar de forma absoluta mediante la humedad absoluta, o de forma. Paddling pool (n): a shallow pool that small children can play in. Piscina de Niños: Un estanque pequeño. Paved: to cover or lay (a road, walk, etc.) with concrete, stones, bricks, tiles, wood, or the like, so as to make a firm, level surface. Empredrar: Cubrir con piedras.


Puffing: Out of breath Puffing: Quedarse sin aire

Quote: to repeat (a passage, phrase, etc.) from a book, speech, or the like, as by way of authority, illustration, etc. Citar: Alegar, mencionar autores o textos para autorizar o justificar lo se dice o escribe. Reclaim (v): to get something back from someone. Recuperar: Volver a tomar o adquirir lo que se había perdido Rush: sudden burst of emotion associated with certain chemicals or situations. Reacción: Cambio repentino por una emoción o reacción química.

Rise: assume an upright position. Elevar: Cambio de posición a una posición mas alta. Seeped: is a place where liquid or gaseous hydrocarbons escape to the surface through fractures and fissures in the rock and between geological layers. Petroleum seeps are quite common. Filtrar: Entrar por las fisuras o erosión en la tierra entrando a una capa mas profunda de la tierra. Sewage (n): waste water and waste from toilets. Alcantarilla: Acueducto subterráneo fabricado para recoger las aguas llovedizas o residuales y darles paso.

Share: the full or proper portion or part allotted or belonging to or contributed or owed by an individual or group. Compartir: Tomar una porción individual y dar a otro. Soil: is the naturally occurring, unconsolidated or loose covering on the Earth's surface. Soil is made up of broken rock particles that have been altered by chemical and environmental conditions, weathering and erosion. Suelo: se denomina suelo al sistema estructurado, biológicamente activo, que tiende a desarrollarse en la superficie de las tierras emergidas por la influencia de la intemperie y de los seres vivos. Sprinklers: any of various devices for sprinkling, as a watering pot, a container of water with a perforated top used to sprinkle clothes before ironing, or esp. a perforated ring or small stand with a revolving nozzle to which a hose is attached for watering a lawn with a fine, even spray. Aspersor: Mecanismo que esparce agua u otro líquido a presión, especialmente el utilizado para el riego


Status quo (n): the situation that exists now, without any changes. Sin cambio: No varía en pl. También se escribe estatus. Sustainable: to support, hold, or bear up from below; bear the weight of, as a structure. Sostenible: Se sostiene por si solo. Tarmac (n): a thick, black substance that is sticky when hot and is used to cover roads. Asfalto: Mezcla sólida y compacta de hidrocarburos y minerales que se emplea en el pavimento de calzadas Temperate: moderate, pleasant, calm. Buen humor: Calmado, moderado, agradable.

Tilt: is a movement of an object in a circular motion. A two-dimensional object rotates around a center (or point) of rotation. A three-dimensional object rotates around a line called an axis. Inclinar: crear una pendiente de un objeto en su eje vertical, también conocido como ladear. Inclinado

Uninhabited: without residents Inhabitado: Sin habitantes Vast: extensive Vasto: Extenso Wastelands: A landscape devoid of nutrients, soil and/or moisture; see also, overgrazing, slash and burn, deforestation, erosion, scorched earth. Yermo:Terreno industrial baldío


SINTESIS Este módulo está dirigido a personas interesadas en la gestión pública ambiental y que a su vez requieren un material didáctico que les permita desarrollar una competencia comunicativa en lengua inglesa adecuada a sus necesidades de estudio. Este módulo preparado por la ESAP para sus programas tiene apoyo en las nuevas tecnologías donde ofrece enlaces tales como podcasts, video y referencias a páginas Web que apoyan el aprendizaje de los temas. Este ejemplar es el resultado de un proyecto que tiene en cuenta las capacidades cognitivas de los estudiantes, que incentiva la reflexión y el espíritu crítico y que promueve el aprendizaje autónomo. El módulo parte de la premisa de que el aprendizaje del inglés es un medio valioso para la formación integral. Se preocupa del desarrollo intelectual del aprehendiente para lo cual incluye tanto temas cotidianos como técnicos y usa varios géneros literarios. El módulo aspira a promover el desarrollo lingüístico cognitivo y social del aprendiente mediado por su compromiso de aprendizaje de la lengua. Las unidades que lo componen han sido elaboradas para presentar temas que despierten en los aprehendientes:

5. Interés por la disciplina de la gestión ambiental. 6. Interés por el lenguaje. 7. Deseo de reflexionar sobre sus experiencias de vida. 8. Satisfacción de usar el inglés como medio de comunicación.


Appendix Descriptores de dominio de una lengua extranjera propuestos para un nivel Pre-Intermedio.

Common European Framework. Level B1 – Threshold Level Global Descriptors • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. • Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. • Can produce simple connected text on topics that are familiar or are of personal interest. • Can describe experiences and events, dreams, hopes, and ambitions and briefly give reason and explanations for opinions and plans. Speaking • Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenting it as a linear sequence of events. The description is clear enough to be followed without difficulty most of the time, and the main points are explained with reasonable precision. • Can develop an argument well enough to be followed without difficulty most of the time. • Can briefly give reasons and explanations for opinions, plans, and actions. • Can take follow-up questions in presentations, but may have to ask to repetition if the speech was rapid. • Can exchange, check, and confirm information, deal with less routine situations, and explain why something is a problem. • Can enter unprepared into conversations on familiar topics. • Can follow clearly articulated speech directed at him/her in everyday conversations, though will sometimes have to ask for repetition of particular words and phrases. • Can maintain a conversation or discussion, but may sometimes be difficult to follow when trying to say exactly what he/she would like to. • Can take part in routine formal discussion of familiar subjects that involves the exchange of factual information, receiving instructions or the discussion or solutions to practical problems. • Can present a point of view clearly, but has difficulty engaging in debate. Writing • Can write straightforward connected texts on a range of familiar subjects within his field of interest, by linking a series of shorter, discrete elements into a linear sequence. • Can write accounts of experiences, describing feelings and reactions in simple connected text. • Can summarize report and give her/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. Listening • Can understand straightforward factual information about common everyday topics or topics within his/her field, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. • Can follow the main points of extended discussions around him/her. • Can understand presentations that are straightforward and clearly structured. • Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words or phrases. • Can follow much of what is said around him/her on general topics provided interlocutors avoid very idiomatic usage and articulate clearly. Reading • Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. • Can identify main conclusions in clearly signaled argumentative texts. • Can recognize the line of argument in the treatment of the issue presented, though not necessarily in detail. GENERAL DESCRIPTORS I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.


I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

Summary This English module for second semester learners of Environmental Management attempts to show anthropogenic actions about the environment and the worldwide ecosystems which can be in two senses: negative in the case of unconsciousness, unwillingness, and the bad use of natural resources e.g., oil spill, climatic alteration. On the other hand positive anthropogenic actions look for national and international agreements to avoid environmental disasters, these actions deal with agreements and protocols such as the Kyoto, Montreal and Rio de Janerio that contribute to improve the changes of weather, to protect the ozone layer, to avoid greenhouse effect and global warming. In the case of Colombia rules, regulations and the participation of the community attempt to prevent dangers to our land, to our country and to the world. Managerial actions and well use of established policies expects to facilitate the control and improvement of the damage caused by negligence. This module consist of four main units, each one with subtopics related to nature phenomena, learners will also take part in decision making by stating a point of view with the purpose of making changes in favor the planet. This intermediate English level review topics of elementary and allow the learners to integrate new learning by using previous knowledge both in terms of the Environmental Management and in terms of the English language. My sincere gratitude to Dr. Rigoberto Castillo, to Ms Deisy Baracaldo and to my sons and daughter who contributed with their ideas and constant support to this module.

Recapitulación Este módulo de Inglés para estudiantes de Gestión Ambiental intenta demostrar acciones antropogénicas acerca del medio ambiente y de los ecosistemas a nivel mundial. Estas acciones pueden darse en dos sentidos: uno negativo en el caso de la inconsciencia, falta de voluntad, mal uso de los recursos naturales, derramamiento de desechos o petróleo, y alteraciones climáticas. Por otro lado acciones antropogénicas positivas buscan pactos a nivel nacional e internacional para evitar desastres, estas acciones tienen que ver con acuerdos y protocolos, como los de Kyoto, Montreal y Rio de Janeiro; los cuales contribuyen a mejorar los cambios del clima, a proteger la capa de ozono, a evitar el efecto invernadero y el calentamiento global. En el caso de de las leyes colombianas, regulaciones y la participación de la comunidad intentan prevenir daños a nuestro suelo, a nuestro país y al mundo. Acciones administrativas y el buen manejo de las políticas establecidas esperan facilitar el control y el mejoramiento del daño causado por negligencia. Este modulo consiste en cuatro unidades cada uno de ellos con subtemas relacionados con fenómenos naturales. Los aprendientes también participarán en la toma de decisión exponiendo su punto de vista para hacer cambios a favor del planeta. Este nivel intermedio retoma temas de nivel elemental y permite a los estudiantes integrar nuevo conocimiento tanto en la disciplina de gestión ambiental como en el aprendizaje de lengua extranjera. Mi gratitud al Dr. Rigoberto Castillo, a la colega Deisy Baracaldo y a mis hijos e hija quienes me dieron gran apoyo y excelentes ideas para este módulo.


IMELDA ZORRO ROJAS Profesora de la ESAP y de la Universidad Libre de Colombia

Magíster en Lingüística Aplicada a la Enseñanza del Inglés de la Universidad Distrital Francisco José de Caldas

[email protected]

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