WORKING WITH WORDS

Task 1: Re-order the scrambled letters to get the word defined in poor
the box. scarce
n t e n v m r o e i n Task 3: Can you find all of the listed words in the grid? Words
may run either forwards or backwards, in a horizontal, vertical
or diagonal direction, but always in a straight, unbroken line.
the surroundings or conditions in which a person, animal, or
deforestation – depletion – global warming – pollution –
plant lives or operates.

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nonrenewable resources – fossil fuels – natural resources –
Task 2: Complete the text with the words and phrases from the renewable resources – biomass – hydroelectric energy –
box with the same meaning as the words and phrases in solar energy – wind energy
brackets.
global warming / pollution / protect / industrial waste / factory
smoke / natural resources / destroys the environment /
harmful / environmentally-friendly / car exhaust fumes /
destruction of the rainforest
Many people are worried about the state of the
planet, and the effects of 1global warming (an
increase in world temperatures, caused by an
increase in carbon dioxide around the Earth). A
growing human population is putting pressure on
the Earth’s 2_______ ________ (things that exist in
nature and can be used by people, for example oil,
trees, etc.) like food and water. Also, a lot of human
activity is 3______ (causes damage), either because
it causes 4______ (dirty air, water or land), or
because it 5______ _______ ________ (damages
the air, water and land so badly that it might not
recover). Some of the most common causes of
damage are:
Task 6: Reorder the scrambled letters to get 4 synonyms of the
* 6______ _______ (chemicals and unwanted
noun ‘waste’.
materials which factories throw away)
_ _ _ _ _
* 7______ _______ and 8______ _______
HARST _ _ _ _ _ _ _
______ _______ _ _ _ _ _ _ _
BBURHSI
* 9______ ______ ______ which increase the GGBAARE _ _ _ _
amount of carbon dioxide in the atmosphere. KNUJ
Environmentalists try to 10______ the environment PRONUNCIATION – Final ‘s’
keep it safe from harm) by encouraging people to
Task: Classify the following words according to the
change the way they live (recycling more, using pronunciation of their final ‘s’.
11
______ _______ or ‘green’ products which do
damages - pollutes - endangers - wastes - recovers - deserts -
not damage the environment, waste less, etc.) and takes - saves - issues - increases - discoveries - resources -
persuading governments to take environmental energies
issues more seriously. /s/ /z/ /iz/
Task 2: Complete the table below.
words nouns
destroy
protect
pollute
damage
waste
recycle
populate
environmental
recover
deplete
devastate
deforest
desert
homeless
hungry
save
 Watching & Speaking
Pre-watching
a. Match the words with the pictures they represent.
pollution – overpopulation – waste disposal – loss of biodiversity –

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global warming – public health issues – deforestation

Environmental Issues

b. Discuss the following questions.

1. Who is responsible for these issues?
2. Do people ever stop and think if what they do is sustainable?
3. What do we mean by sustainable development?
During watching
Task 1: Watch the first part of the video, and check your answer to question 3 in the previous task.
Task 2: Watch the video, and say whether the following statements are TRUE or FALSE.
1. The three pillars of sustainable development are: social progress, economic development and climate and environment.
2. We will never run out of energies like oil and coal.
3. Jobs can be provided by using the lasting (renewable) sources of energy.
4. The smarter we use natural resources, the less sustainable we are.
5. Having equal opportunities to education, safety and food provides greater opportunities for us and also for the planet.
Task 3: Classify the following goals according to the diagram below.
no poverty – clean water – using clean energy – providing quality education – reducing inequality – promoting peace – recycling – providing jobs
– protecting oceans – zero hunger
Post-watching
 Consider the two sentences below. Then discuss the questions that follow.
A. If I were you, I would use eco-friendly products.
B. They’d better use renewable energies.
C. Why don’t we preserve natural resources for the future generations?
D. It would help if we had equal opportunities to education, safety, food and medicine.
1. Which of the items in bold type express suggestion, and which ones express advice?
2. Which of the items in the box below could you use to express the same idea as in sentences 1 and 2 above? Use them to rewrite the
sentences.
3. Use one of the items below to rewrite sentence 1 or 2.
ought to – should – it’s advisable – it would be advisable if
4. Use one of the items below to rewrite sentence 3.
could – may – might
5. Complete the rules.

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 To express ….………………………………… , we use ….……………………………………………………………………………………………………………………………...
RULES

 ….………………………………………………………………………………………………………………………………………………………………………………………………………...

 The short form of had better is [‘d better], but we use it only when the subject is a personal pronoun. E.g. I’d
better / We’d better…
 To express ….………………………………, we use ….…………………………………………………………………………………………………………………………….......

Task: Rewrite sentence (b) so that it means the same as sentence (a).
1. a. People should replace disposable items with reusable ones.
b. It’s advisable that ….……………………………………………………………………………………………………………………………...
2. a. We should conserve water.
b. We ….…………………………………………………………………………………………………………………………….........................................
3. a. If I were you, I wouldn’t waste any food.
b. You ….……………………………………………………………………………………………………………………………......................................
4. a. Why don’t we plant trees in our neighbourhood?
b. We ….……………………………………………………………………………………………………………………………........................................
5. a. It would help if they focused on planet-friendly investments.
b. They ….……………………………………………………………………………………………………………………………...................................