- •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.
2. All the words missing are nouns. Write suitable nouns in the gaps formed from the words in bold. Going green
There is an (1) __________ (argue) that (2) __________ (recycle) may have some unforeseen negative effects. Of course, it would be a major (3) __________ (achieve) if we were able to increase (4) __________ (aware) of the threat to the environment caused by (5) __________ (pollute) and the (6) __________ (burn) of fossil fuels. However, if the public’s only (7)__________ (involve) in ecological issues is taking their newspapers and bottles to a recycling point, we may only be creating the (8) __________ (appear) of (9) __________ (improve). If they have to drive any (9) __________ (distant) to the recycling point, for example, it might mean the (10) __________ (consume) of more energy than is saved. Also, if people feel that they are making their (11) __________ (contribute) to the environment, they might not put so much pressure on large (12) __________ (organise) to encourage the (13)__________ (develop) of safer, less damaging forms of (14) __________ (produce).
/from “Skills for First Certificate. Use of English”, Malcolm Mann, Steve Taylore-Knowles/
Adjective suffixes
|
form |
use |
examples |
|
noun + ful |
shows that the quality exists |
careful, hopeful, painful |
|
noun + less |
shows that the quality is lacking |
useless, thoughtless, harmless |
|
verb + able/ible |
forms an adjective which shows that something can be done |
washable, reliable, suitable |
|
verb/noun + ive |
|
active, expensive |
|
noun + ous |
|
famous, courageous |
|
noun + ic |
|
economic, scientific, tragic |
|
noun + y |
|
guilty, healthy, wealthy |
|
noun + ish |
|
childish, foolish, selfish |
|
noun + al |
|
national, racial |
|
noun + ist |
|
elitist, sexist |
|
noun + ant |
|
important, distant, ignorant |
|
noun + ent |
|
dependent, violent |
|
noun + cal |
|
historical, musical, geographical |
Verb suffixes
|
form |
examples |
|
adjective + en |
broaden, deepen, threaten |
|
adjective + ise/ize |
modernize, commercialise |
|
noun/adjective + ify |
beatify, purify, terrify |
/Adapted from “Grammar and Vocabulary for First Certificate”, Luke Prodromou/
3. Complete the following sentences with the correct form of the words in brackets.
1. Schools should ______________ (emphasis) the importance of looking after the environment because of our ____________ (depend) on it.
2. Parliament will vote on plans to ____________ (tight) up the rules on animal welfare at the time of slaughter.
3. The company ____________ (special) in the design, manufacture and ____________ (install) of air pollution control equipment.
4. It is time for the media and the general public to ____________ (real) what the real reason for the decline in our songbird populations is.
5. The German Environment Minister intends to ____________ (wide) the cooperation in the areas of water, sewage and waste management, energy ____________ (efficient) and renewable energies.