Αγγλικά - Βιβλίο Μαθητή (Εμπλουτισμένο)
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Alternative sources of
energy!
Grammar Task 1
She said that if we covered 1% of the Sahara Desert with solar panels, we could generate enough electricity for the whole world.
It is in the ……………………… tense.
The teacher said that we will / would have no oil left in 30 year's time.
Task 2 - Mediation In a speech in 2008, the President of the Hellenic Republic talked about the environment and what needs to be done. You are a member of an International Green Group and you need to report some facts about the disasters caused by fire in Greece. Read what the President said and then choose some of the facts to report them in writing to the International Green Group. Ask questions about the facts: who, where, when, why, what? «Η χρονιά που πέρασε σημαδεύτηκε ανεξίτηλα από τις φονικές πυρκαγιές του καλοκαιριού. Τα σπίτια θα ξανα- φτιαχτούν αλλά οι άνθρωποι που χάθηκαν δε θα επιστρέψουν και η οικολογική καταστροφή που συνέβη θερα- πεύεται πολύ δύσκολα. Χρειάζεται πάθος και αφοσίωση για να ξαναγίνει η καμμένη γη δάσος. Χρειάζεται μια νέα αντίληψη για το περιβάλλον για να μην ξαναζήσουμε τέτοιο όλεθρο. Το φετινό καλοκαίρι αλλάξαμε. Χάθη- κε η ψευδαίσθηση ότι η κληματική αλλαγή είναι φαινόμενο που δεν μας αφορά άμεσα και προσωπικά. Αυτή η αφύπνιση ας είναι η αρχή για τον επαναπροσδιορισμό του κοινωνικού μας πολιτισμού. H οικολογική συνείδηση του κάθε πολίτη και η στράτευσή του στην προστασία του περιβάλλοτος είναι ο μόνος δρόμος για τη σωτηρία της φύσης. Κληρονομήσαμε ένα υπέροχο φυσικό περιβάλλον και θα είμαστε υπόλογοι απέναντι στις επόμενες γενιές και στην ιστορία, εάν δεν το παραδώσουμε όπως το παραλάβαμε.» |
Lesson 2
Speaking Task 1 Look at the diagram. What does it show? In groups of three, take turns to explain each part of the diagram. Task 2 Look at the pictures below and decide why these ideas might be used to reduce greenhouse gases. In your group, decide on one idea that would be best.  Task 3 Write a short note about the best idea saying why you think it would be good. Pass your note to one of your partners. He/She will read your note and then report what you said to the other students in the group. ............................................................................................................. ............................................................................................................. ............................................................................................................. Listening 2 - Task 1 In groups of four, make a list of the electrical appliances that you have in your house. Then compare your list. Discuss in your group which you think costs more to run- e.g. a washing machine, or a fridge? Write a number beside each item according to how much electricity it uses. For example, number 1 uses the most electricity. Task 2 Check your answers by listening to an electrician talking about energy consumption in the home. Write the kilowatts each appliance uses beside each of the items on your list that he mentions. How close were you to the right answer?
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Alternative sources of
energy! Task 3 - CFC (chloroflu rocarbon) gas Now look at these electrical devices. How have they improved people's lives? Which one gives off the most CFC gas? Ask your Physics teacher.
Mini-project Look at the logos for Kyoto and Bali on the opposite page. What do you know about Kyoto and Bali? Search on the internet to find information on these projects. With your partners, use this information and the pictures in Task 2 above to create a leaflet to inform the students of your school about global warming. Writing You have seen this advertisement for a skiing holiday in Austria and decided with your class to spend a week there. An English-speaking friend of yours went there last winter, and told you that things were not exactly as promised. Read the advertisement and the notes he has made for you. Using this information, write a report for your class describing what happened. |
