- •Unit 1 ‘The Environment’
- •Vocabulary 1 The Environment
- •1. Fill in the gaps with the words from the box below.
- •2. Complete the sentences with the words from Vocabulary 1.
- •3. Paraphrase the underlined words or word combinations using Vocabulary 1.
- •Vocabulary 2 Word building: Suffixes
- •Noun suffixes
- •1. Fill in the spaces in the following text using a suitable form of the word given at the end of the lines. The first is given as an example. Globalisation
- •2. All the words missing are nouns. Write suitable nouns in the gaps formed from the words in bold. Going green
- •Adjective suffixes
- •Verb suffixes
- •3. Complete the following sentences with the correct form of the words in brackets.
- •4. Write an appropriate suffix to complete each adjective in the following sentences.
- •5. Fill in the spaces in the following text using a suitable form of the word given at the end of the lines. The car
- •1. Write an appropriate negative prefix to complete each word in the following sentences.
- •2. Write an appropriate prefix to complete each word in the following sentences.
- •3. Fill in the spaces in the following text using a suitable form of the word given at the end of the lines. Climate changes
- •Vocabulary 4 Threats and potential threats to the environment
- •1. Paraphrase the following sentences using words and phrases from the vocabulary above instead of the underlined words. Make any other necessary changes to produce a correct sentence.
- •2. Complete the following table, using a dictionary if necessary. Do not fill the shaded boxes.
- •3. Fill in the blanks using a word from the list.
- •Save it!
- •4. Complete these sentences with the correct form of the words at the end of the sentence.
- •5. Answer the following questions using the vocabulary of the unit.
- •1. Choose the correct form(s).
- •2. Will or going to
- •3. Will or going to
- •4. Correcting mistakes of future forms
- •In the following dialogues, approximately half of the future forms are wrong. Find the mistakes and correct them. Sometimes more than one form is possible.
- •Unit 2 ‘Ecological Problems’
- •1. Study the table below.
- •2. Fill in the gaps with the articles or some where necessary.
- •3. Fill in the gaps with the articles where necessary.
- •4. Fill in the gaps with the articles or some where necessary.
- •5. Study the table below.
- •6. Study the table below.
- •7. Study the table below.
- •8. Study the table below.
- •9. Fill in the gaps with the articles where necessary.
- •Vocabulary 1 Green issues
- •1. Complete the table with words from a and b above and related forms. Put a stress mark in front of the stressed syllable in each word. (The first one has been done for you.)
- •2. Match the two parts of these sentences containing expressions from c above.
- •3. Complete the sentences with expressions from d above.
- •4. Complete the sentences using one of the words from the box.
- •5. Fill in the gaps with the word from the list below.
- •6. Paraphrase the underlined phrases using the vocabulary of the unit. Poisoned Environment in Nigeria
- •Vocabulary 2 Expressing cause and result
- •1. Cause, result in, lead to; result from, as a result of
- •2. Make three sentences about the other results of the tornado, using result in, result from and as a result of.
- •3. Rewrite the following sentences using the expressions in brackets.
- •4. Linking words and phrases
- •5. Underline the correct link word or phrase.
- •6. Fill in each space in these sentences with a suitable link word or phrase. More than one answer may be possible.
- •7. Answer the questions using different ways of expressing cause and result.
- •Vocabulary 3 Sustainable development
- •1. Complete the article with Sentences a - e below.
- •2. Look at the following key words from the article and find words which can go before or after them to form 'word combinations'. Two of them have been done for you as examples.
- •3. Put each of the following words or phrases in its correct place below
- •Waste Disposal
- •4. Multiple-choice cloze
- •Sustainability
- •5. Open cloze
- •Climate Change
- •6. Answer the questions using the vocabulary of the unit.
- •1. Future continuous and Future Perfect
- •2. Complete the sentences with the future perfect or future continuous form of the verb in brackets.
- •3. Recognizing correct future forms
- •4. What does John say?
- •5. Future continuous, Future Simple, Present Simple and Present Perfect
- •6. Correcting mistakes
- •In the following dialogues some of the future forms are wrong. Find the mistakes
- •7. Thinking about your future
- •Rain Forest Destruction
- •Vocabulary revision
- •1. Word formation
- •2. Multiple-choice cloze
- •Soil Pollution
- •3. Proof-reading
- •Polluting water is easy!
- •4. Fill in the gap with a suitable word. The first letter of the word is given.
- •5. Fill in the gaps with a suitable word or word combination.
- •6. Fill in the gaps with a suitable word or word combination.
- •7. Find 13 different types of fuel in this word search.
- •8. Substitute the highlighted parts with the appropriate terms.
1. Fill in the gaps with the words from the box below.
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trapenvironmental emissions releasedbanningindustry greenhouse gas destroy rainforests |
Britain wants to cut CO2 ________________ by 60 percent by 2050.
Theysignedagreements________________ theuseofchemicalweapons.
They started acampaigntostopthedestructionoftheAmazon________________.
CarbondioxidecausestheEarth’satmosphereto________________ heat.
Some of the most common products containing chemicals that ________________ the ozone layer include aerosol inhalers for asthma sufferers and fire extinguishers.
The most widespread ________________ is carbon dioxide, which is ________________ every time fossil fuels are burnt.
The aluminum ________________ lays emphasis on pollution-control efforts to prevent ________________ problems.
2. Complete the sentences with the words from Vocabulary 1.
At the north end of Kielder Water, Bakethin Reservoir has been declared a nature ________________.
________________in the air reduced the visibility near the airport.
Our programs enable people to make the best environmental and economic use of their local ________________ _______________.
Mining in the area was doing a lot of ________________ to the environment.
We ________________ the environment every day with normal things we do every day.
On average, every EU citizen produces 550kg of _________ per year and this is growing.
_______________one tin can saves enough energy to power a television for three hours.
Scientists can already see many effects of people on marine ________________.
DDT is highly ________________ to many aquatic species.
Oxygen from the water ________________ into the atmosphere.
3. Paraphrase the underlined words or word combinations using Vocabulary 1.
Improving air quality has been a priority for the European Union for many years and, fortunately, it has been one of the successful stories of 1. policy connected with the environment. However, although our air is cleaner than it used to be, there are still three big problems to tackle. First, the poor air quality in cities and towns 2. has a negative effect on our health and 3.causes damage to the environment. The other major issues are ozone depletion and 4. the increase in temperature of the earth's atmosphere. All these problems occur because people and their activities 5. send 6. harmful substances into the air, but the sources of 7. damage to the air are different in each case - as are the solutions. We can do something to improve things.
/Adapted from http://ec.europa.eu/environment/youth/air/air_en.html/
Vocabulary 2 Word building: Suffixes
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A suffix is a part added to the end of the word to make a different word. We normally use suffixes to change a word to a different part of speech: employ (verb) + er = employer (noun). Sometimes a suffix produces a change in meaning: neighbour + hood = neighbourhood It is a good idea to build up your knowledge of prefixes and suffixes to help you guess at the meanings of words you don’t know. |