UNIT 4Lesson 1

CURSO: 2do Medio.TIEMPO: 90 minutos.OBJETIVOS DE APRENDIZAJE: Identificar vocabulario general y expresiones temáticas de la unidad referidas a desarrollo y sustentabilidad a través del uso de vocabulario temático en actividades variadas que incluyen completar, asociar, describir y reflexionar en torno a temas relacionados a la sustentabilidad y calentamiento global descritos en la guía de aprendizaje. (OA 09).NOTA: Este objetivo está basado en los Objetivos de Aprendizaje priorizados del Programa de Estudio de II Medio.

UNIT 4LESSON 1

ÚTILES RECOMENDADOS: Texto del estudiante 2° Medio Cuaderno de inglés o 2 hojas en blanco. Lápiz grafito y goma. Pictionary

SECTION 1: SETTING THE CONTEXTWelcome to Unit 4! Let’s learn about sustainability.

1. Look at the pictures and answer the questions below.

a) What do these pictures represent?

b) Do you think we need to take care of the environment? What for?

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(Source: Pictures taken from 2nd Graders Student’s Book and adapted material from the Teacher’s Guide)

2. Read the quote and answer the question below.

a) Do you agree that quote? Why? Why not?

b) What are some examples of sustainable practices?

c) According to your opinion. How do you practice sustainability at home?

3. Complete the mind map with different sustainable actions to reduce pollution.

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“Climate change is destroying our path to sustainability. Ours is a world of looming challenges and increasingly limited resources.Sustainable development offers the best chance to adjust our course.”

(Source: Pictures taken from 2nd Graders Student’s Book and adapted material from the Teacher’s Guide)

4. Match each word in the left column with its definition in the right. See the example below.

1 Climate change The gradual increase in the overall temperature of the earth’s atmosphere, caused by increased levels of carbon dioxide.

2 Sustainability 3 Something unwanted or unpleasant that causes worry.

3 Looming The process of liquefying due to heat.4 Greenhouse A chemical reaction where substances that

rise very high into the atmosphere mix and react with water, oxygen and other chemicals.

5 Global warming The presence or introduction of harmful substances into the environment.

6 Endangered species

The decrease in forest areas by the permanent removal of trees.

7 Deforestation The significant change in global temperature, wind patterns, precipitation, water supplies, etc.

8 Melting A variety of species of animals or plants that is seriously at risk of extinction.

9 Pollution A building where plants are warmed up during the day and protected from excess cold.

10 Acid rain To maintain an ecological balance.

SECTION 2: LET’S PRACTICE

5. There are several types of pollution. Use the word box below to classify the concepts into causes and effects for each type of pollution.

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Types of pollution

Causes Effects

1 Air pollution

2 Water pollution

3 Land pollution

4 Noise pollution

5 Light pollution

6 Visual pollution

7 Thermal

pollution

6. Look at the chart of types of pollution from the previous exercise and name the pictures below.

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Eye fatigue- sleeping disorders- Factories – confuse birds’ migratory paths- cars – fire – death of aquatic animals- home trash- deforestation – loud music – machines- artificial lights- billboards – telephone towels- advertisements- loss of identity- loss of fertile land- soil erosion- breathing diseases- hearing problems- toxic waste- parking lots- volcanoes- disrupts the stability of food chain.

(Source: Pictures taken from 2nd Graders Student’s Book and adapted material from the Teacher’s Guide)7. Think about the different types of pollution from the

previous exercises and answer the following questions:

a) Identify at least three types of pollution that affect your city/region. How do you know about them?

b) Can you name one observable cause and one consequence for each type of pollution you identified?

c) Do you think these pollution issues can be prevented? How?

8. Match the words in the box with their meaning below from a to l.

a) ___________the natural world, including the land, water, air, plants and animals.

b) ____________________the mixture of gases around the Earth.5

1. 2. 3. 4. 5. 6.

lifestyle – atmosphere – standard of living– recycle– developing – environment – environmentally friendly –

carbon dioxide (CO2) - global warming – natural resources – developed – deforestation

c) ___________________the process of removing the trees from an area of land.

d) ____________________ economically advanced.e) ______________________ poor; without many industries.f) _______________ the way someone lives; the things a person or group of

people usually do..g) _____________ designed not to harm the natural environment.h) _____________ a gas that stops heat escaping from the atmosphere and

causes the Earth’s temperature to rise.i) _________________ the slow increase in the temperature of the Earth

caused by increased amounts of greenhouse gases in the atmosphere.j) _____________________ valuable substances such as wood and oil that

exist in a country’s land and sea.k) _________________ to change waste materials such as newspapers and

bottles so they can be used again.l) __________________ the type of life that a person has according to the

amount of money they have.

(Source: Taken from 2nd Graders Teacher’s Guide)

9. Find 12 words from the Pictionary, at the end of this worksheet, in the following wordsearch.

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(Source: created using https://www.superteacherworksheets.com/generator-word-search.html)

SECTION 3: Let’s construct and apply our knowledge

10.Read what these people say about the environment. Answer the questions (a - e).

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a) Who is the most optimistic about the global environmental situation? Who is the most pessimistic?

b) Why does Rob believe there is no solution to the problem?

c) What does Rob think is going to happen soon?

d) Linda mentions four things that create extra greenhouse gases. What are they?

(Source: Taken from 2nd Graders Teacher’s Guide)e) What does Michael mean by ‘small things’? In your opinion, are there

any ‘bigger’ things people could do to help the environment?

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SECTION 4: Sponge activity

11.Look at the pictures and match with the sentences below.

1 Ice caps of polar caskets are melting.

2 People have cut down a lot of trees.

3 Factories are producing acid rain.

4 Whales and other sea animals are endangered.

5 Rivers and oceans have been polluted with waste and trash.

6 There are many cars all over the world, these increase smog and pollution.

(Source: Pictures taken from 2nd Graders Student’s Book and adapted material from the Teacher’s Guide)

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SECTION 5: PICTIONARY

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(Source: images taken from Google generic images)

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