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Language Leader
Unit 2
Environment
Language Leader, Intermediate Student’s Book
By David Cotton, David Falvey & Simon Kent
Published and Copyright by Pearson Education Limited, 2008
Presentation 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?
More than 2000
2.
Which groups of people have a particular problem
with noisy neighbours?
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)
Two in five
To their neighbours? One in four
4. According to the article, why is transport noise not a
bigger problem?
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.
2.
3.
4.
5.
6.
7.
8.
Results (Para 2) findings
Survey (Para 2) poll
Subjects often discussed (Para 3) issues
Size/ level (Para 6) scale
Become unaffected by (Para 10) Develop ‘immunity’
Closely connected with (Para 10) synonymous
Not thinking about other people’s feelings (Para 10)
Lack of consideration
Something very important (Para 11)
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
fast
2.
A group of animals or plants of the same kind
species
3.
An animal that is hunted and eaten by another animal
prey
4. Young bears, lions, tigers, etc.
cubs
5. Animals that feed their young with milk from their body
mammals
6. Relating to the sea and creatures that live there
marine
4. Read the introduction to the article and answer the
following questions.
1.
2.
How long have sea levels been rising? Are they still
rising?
For 20 years and they’re still rising (more rapidly)
How long has polar ice been shrinking? IS it still
shrinking?
For 30 years and it’s still shrinking
3.
What success have environmentalists had in their
fight against global warming?
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
a) images
2.
False
b) Change
3.
Scientific
c) Journal
4.
Global
d) Effect
5.
Satellite
e) Impression
6.
significant
f)
warming
6b. Complete the text with word combinations from
Exercise 6a.
1. Scientific journal
2. Climate change
3.
Satellite images
4.
Global warming
5.
Significant effect
6.
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.
Has been disappearing
2.
Has been shrinking
3.
Has already vanished
4.
We’ve been waiting
5.
Has sent
6.
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 Can I ask what the biggest
the world?
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 Vesuvius
Is 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…
Can/ Could you tell me…?
Do you know…?
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. Can you tell me how many volcanoes…?
3. Do you know how many eruptions were reported…?
4.
I’d like to know if you can go…
5.
Could you tell me what causes a volcano…?
6.
Can you tell me which the biggest…is?
7.
Do you know which volcano has been showing…?
8. I’d like to know when Vesuvius destroyed…
9.
Could you tell me when Vesuvius last erupted?
10. 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
intentionally
Relatively
comparatively
Normally
perhaps
Perhaps
possibly
Mainly
mostly
Slowly and pensively
thoughtfully
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