Разработка урока по теме "Глобальное потепление" в 11 классе

Climate Change,Global Warming

Communicative area: reading and speaking about climate change, speaking about unreal past (lost opportunities)

Active grammar: Conditional III (revising), Future Perfect

Active vocabulary: greenhouse effect, global warming, carbon footprint, carbon dioxide, to be absorbed, to be released, fuel, emission, to melt, to rise, to reduce, to increase

Materials: textbook for gymnasia, textbook for comprehensive schools, computer, projector, whiteboard and students’smartphones for playing a Kahoot quiz, handout

1. Work in pairs and answer the questions.

What is your favourite season?

What kind of weather do you like?

Do you think the weather is changing? If yes, can you give any examples?

D o you know about any countries that have suffered extreme weather conditions recently?

2. a) Look at the picture. Try to explain it.

b) Read the introduction to the quiz about climate change and check your idea.

This is a carbon footprint. It’s the term used to describe the number of gases produced by people’s activities and released into the atmosphere. The gases include CO2 (carbon dioxide), methane, nitrous oxide, etc. Do the quiz to see how much you know about climate change and people’s impact on the environment.

c) Do the quiz in Kahoot.it. https://create.kahoot.it/details/1615a910-ef51-46c7-9eb6-0dbd1966957b

1. Where does the Earth get energy to keep warm?

a) from the world ocean;

b) from the Sun;

c) from the Moon.

2. When there is too much heat on the Earth...

a) some of it should be released back into space;

b) all of it must be absorbed by the Earth;

c) it stays in the upper layers of the atmosphere.

3. What might happen if there is too much carbon dioxide in the atmosphere?

a) the gases won’t let the heat reach the Earth and the temperature will go down;

b) the gases will trap the heat creating the greenhouse effect and increasing world temperatures;

c) the gasses will lower the sea level and reduce marine biodiversity.

4. The biggest amount of carbon dioxide is released into the atmosphere…

a) when it rains;

b) when fuel is burnt;

c) when plants grow.

5. The main way carbon dioxide is absorbed…

a) by some animals species to breathe;

b) by plants and phytoplankton for photosynthesis;

c) by factories to produce cars.

6. If the world temperature rises too much, one of the most dramatic results of global warming will be that:

a) some areas will actually get forever cold making them uncomfortable to live in;

b) warmer weather all over the world will boost tourism;

c) glaciers will melt, the sea level will rise and a lot of coastal regions will drown.

7. Some scientists say we wouldn’t have damaged the environment so much if…

a) we had invested more money in agriculture;

b) we hadn’t started the Industrial Revolution in the 18^th century;

c) we had made the emissions of greenhouse gasses go into the outer space.

8. If the climate changed enough, …

a) a lot of areas would become unbearably hot, which would lead to animal and people extinction;

b) the Earth would lose all of its liquid water supplies;

c) we could try to do the same with other planets to make them suitable for living.

The Sun’s energy, be absorbed, trapped in the atmosphere, carbon dioxide, be released, burn fuel, emissions of gases, the greenhouse effect, temperature rise, glaciers melt, reduce biodiversity, extinction of species.

3. Read the text and answer the questions (p.144 ex. 2b).

A. What is global warming?

B. What is climate change?

C. What are the signs of global warming?

D. What are the opinions about the causes of climate change?

E. What are the causes of the greenhouse effect and global warming?

F. What’s the current trend in climate change?

G. What is the greenhouse effect?

4. Complete the sentences with the correct forms of the verbs to express lost opportunities.

1. If industries (not / increase) releasing greenhouse gases into the atmosphere, the greenhouse effect (not / start) to build up.

2. If humans (release) fewer CFCs into the atmosphere, the ozone layer (not / become) depleted.

3. If humans (not / cut down) so many trees for fuel, they (not / release) so much pollution into the air.

4. If humans (not / cut down) so many trees, the forests (absorb) more carbon dioxide by now.

5. If rain and snow (not / start) mixing with acids, the problem of the acid rain (not / appear).

6. Humans (not / make) such a great impact on the environment if they (not / produce) such an amount of greenhouse gases.

5. Work in pairs. Use the chain of events to speak about lost opportunities. Take turns.

Example: If humans hadn’t developed, they wouldn’t have made progress.

Humans developed – humans made progress – they moved to cities – industries developed – cities grew in population – cities grew in size – people needed more electricity, cars and other products – industries grew – more fuels were burnt – more greenhouse gases were produced – more heat was accumulated in the atmosphere – the temperature of the Earth rose – humans damaged the Earth – humans became an endangered species.

6. Read about the possible impacts of people’s activities in the future and pay attention to the forms in bold. (ex.3)

The choices we will make now and in the next few decades will determine how much the planet’s temperature will rise. While we are not exactly sure how fast or how much the Earth’s average temperature will rise, we know that: 1. The average temperature around the world will have increased by about 4°C by the middle of the 21st century, unlike earlier predictions about the year 2100. 2. If people keep adding greenhouse gases into the atmosphere at the current rate, they will have been living in a much warmer climate for a few decades by the year 2100.

Analyse the forms in bold. Answer the questions.

What do they mean? What’s their function? How are they formed? How are the tenses called? What word-signals are used in these tenses?

7. Speak about the possible consequences of climate change, using the scheme below. Follow the example.

If we don’t stop global warming, by the year 2025 the global temperature will have increased by 0.8 °C, a lot of animal species will have become extinct, heatwaves will have become more common, … Thus, by the year 2100 people will have been living without … / will have been suffering from …

By 2030 – up to 1 °C; by 2040 – up to 2 °C; by 2050 – up to 3 °C; by 2060 – up to 4 °C.

8. Home task: Get ready to take part in a panel1 discussion about global warming. Use text 2b, the charts below, Lesson 2 and your knowledge about natural disasters to answer the questions.

1. What type of pollution is responsible for global warming?

2. Who and what are the biggest polluters?

3. What are the major pollutants?

4. What activities add to global warming?

5. What are the signs of climate change and global warming?

Reflection. What do you feel about today’s topic? What did it make you think about? What conclusions can we draw from the lesson?