LanguageLanguage LeaderLeader

Unit 2Unit 2EnvironmentEnvironment

Language Leader, Language Leader, Intermediate Student’s BookIntermediate Student’s BookBy David Cotton, David Falvey & Simon KentBy David Cotton, David Falvey & Simon Kent

Published and Copyright by Pearson Education Limited, 2008Published and Copyright by Pearson Education Limited, 2008

Presentation created by Araya Hongchindaket, 2010Presentation created by Araya Hongchindaket, 2010

2.1 Local Environment (P.16)

• Reading

4. Read the article and answer the questions. (P.17)

1. How many people took part in the survey?

2. Which groups of people have a particular problem with noisy neighbours?

More than 2000

Residents who were already dissatisfied with their home,residents in medium or high-rise flats

3. According to the survey, how many people have protested:

a) To their local government or the police?

b) To their neighbours?

4. According to the article, why is transport noise not a bigger problem?

Two in fiveOne in four

Because people are able to develop ‘immunity’ to it, they consider it part of the environment

5a) Find words or phrases in the article which mean:

1. Results (Para 2)

2. Survey (Para 2)

3. Subjects often discussed (Para 3)

4. Size/ level (Para 6)

5. Become unaffected by (Para 10)

6. Closely connected with (Para 10)

7. Not thinking about other people’s feelings (Para 10)

8. Something very important (Para 11)

findings

pollissues

scaleDevelop ‘immunity’

synonymous

Lack of consideration

priority

2.2 Changing Environment (P.18)

2b) Match 6 of the words in Exercise 2a with these definitions.

1. Eating no food at all for a period of time

2. A group of animals or plants of the same kind

3. An animal that is hunted and eaten by another animal

fast

species

prey

4. Young bears, lions, tigers, etc.

5. Animals that feed their young with milk from their body

6. Relating to the sea and creatures that live there

cubs

mammals

marine

4. Read the introduction to the article and answer the following questions.

1. How long have sea levels been rising? Are they still rising?

2. How long has polar ice been shrinking? IS it still shrinking?

3. What success have environmentalists had in their fight against global warming?

For 20 years and they’re still rising (more rapidly)

For 30 years and it’s still shrinking

They’ve had no significant success

Vocabulary: word combinations (P.19)

6a) Match the words on the left with the nouns on the right.

1. Climate

2. False

3. Scientific

4. Global

5. Satellite

6. significant

a) images

b) Change

c) Journal

d) Effect

e) Impression

f) warming

6b. Complete the text with word combinations from Exercise 6a.

1.

2.

3.

4.

5.

6.

Scientific journal

Climate change

Satellite images

Global warming

Significant effect

False impression

Grammar: present perfect simple and continuous

See ‘Language reference on P.136

• Use the present perfect continuous to talk about an ongoing situation or action that started in the past and is still continuing.

e.g.

Sea levels have been rising.

The climate has been getting warmer.

• Compare the use of the present perfect continuous with the present perfect simple.

e.g.

We’ve been painting the house. (continuing action)

We’ve painted the house. (completed action)

• We also use the present perfect continuous to talk about the reason for something in the present. We are more interested in the activity than the result.

e.g.

Why are you wet?

Because I’ve been washing the car.

Is the car ready?

Yes, I’ve washed it. (So now it is ready.)

! To describe repeated actions we use the present perfect simple, not the present perfect continuous.

e.g.

I’ve watched that film ten times.

I’ve been watching that film ten times.

8. Underline the most appropriate form. Sometimes both forms are correct.

1.

2.

3.

4.

5.

6.

Has been disappearing

Has been shrinking

Has already vanished

We’ve been waiting

Has sent

Has been trying

2.3 Extreme environment (P.20)

Grammar: indirect questions

3. Look at the questions in the table. Then look at Track 1.11 on pages 176-177, find exactly how they were asked and note them down.

Direct questions Indirect questions

1. What is the biggest volcano in the world?

Can I ask what the biggest volcano in the world is?

2. Can people go inside volcanoes?

3. Is Vesuvius an active volcano?

4. Why do volcanoes stop erupting?

Do you know whether people can go inside volcanoes?

Could you tell me if VesuviusIs an active volcano?

I’d like to know why volcanoes Stop erupting.

See ‘Language reference’ on P.136

• An indirect question is a question inside another question or statement.

e.g.

Do you know what the answer is?

• There’re a number of introductory phrases that can be used to begin an indirect question. For example:

I’d like to know… Do you know…?

Can/ Could you tell me…? I wonder…

• Use indirect questions in formal situations or to be tentative.

e.g.

Could you tell me if it’s OK to use mobiles here?

I wonder if she likes me.

!! In indirect questions use statement word order (subject before the auxiliary), not question word order

e.g.

Do you know where the post office is?

Do you know where is the post office?

• We use if or whether to introduce yes/ no questions.

e,.g.

Are they expensive? I wonder if/ whether they

are expensive.

!! We only question marks if the introductory phrase itself is a question.

e.g.

I’d like to know how much it costs.

Do you know how much it costs?

6a) Change the direct questions into indirect questions. Use introductory phrases from Exercise 3.

2.

3.

4.

5.

6.

Can you tell me how many volcanoes…?

Do you know how many eruptions were reported…?

I’d like to know if you can go…

Could you tell me what causes a volcano…?

Can you tell me which the biggest…is?

7.

8.

9.

10.

Do you know which volcano has been showing…?

I’d like to know when Vesuvius destroyed…

Could you tell me when Vesuvius last erupted?

Can you tell me whether a lot of people …?

Vocabulary: adverbs (P.21)

8. Look at the highlighted adverbs in the extracts and match them with the adverbs in the box.

Deliberately

Relatively

Normally

Perhaps

Mainly

Slowly and pensively

intentionally

comparatively

perhaps

possibly

mostly

thoughtfully