Environment
Introduction
Environment
In this theme we are looking at The Environment. We know, you’ve done it a thousand times and we get that. But nothing seems to be changing.
So we have to keep talking about it until change happens.
For example, whilst we all continue to use plastic bags or drink coffee from a machine that uses capsules, the environment is still being harmed.
What are we going to do?
We look at some aspects that you may not have considered yet. But if you are not sure, you will have a chance to change your mind as you work your way through the theme, but also to present your thoughts and opinions at the end.
What about you?
There are people who still think that the environment is fine and that climate change is a hoax or a conspiracy theory.
In this theme we present the environment and climate change as something that is fact not fiction.
What do you think?
Have fun!
Need to know
What do you need to know?
At the end of this theme, you should be able to talk about Environment with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!
- Read the questions.
- Select with a classmate three questions.
- Discuss these questions about 10 minutes.
Choose from the following questions.
- Do you worry about the environment? Why / why not?
- How important is the natural environment to you in your daily life? Are you environmentally friendly?
- What stories have you read or heard recently about the environment?
- What do you think of environmental groups like Greenpeace? Would you give money to environmental causes?
- What are some local environmental problems you have noticed?
- Which countries cause the most pollution?
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Can do
In this theme you will focus on the following 'can do' statements.
Listening (B2):
- I can understand clearly articulated speech directed regarding environmental issues.
- I can catch the main points and most details in a presentation about climate change.
Reading (C1)
- I can understand an article about the Great Barrier Reef in which the writers express specific attitudes and points of view.
- I can understand in detail a text about bird migration.
- I can read a speech about the declining elephant numbers and can recognize characteristics of a speech in the text.
- I can read an article about the waste of food and grasp the most important points.
Speaking (B2)
- I can interact with a degree of fluency a face to face conversation on the conservation status of animals.
- I can have a face to face conversation with a classmate on the waste of food and give my point of view and plans how halving food waste.
- I can take an active part in a discussion about aspects affected by a rise in temperature.
- I can take an active part in a debate on how to protect the environment. I can refute the opposing team in my rebuttal.
- I can explain my viewpoints in a discussion about world heritage lists and the Great Barrier Reef.
Writing (B2)
- I can write a report with my points of view about an environmental problem.
- I can write a clear, detailed speech about an animal that is in danger of extinction and can express my personal feelings about it.
- I can write a letter and can express personal views and opinions about alternatives for plastic bags.
- I can write a summary of an article about the waste of food.
To do
The theme Environment contains an introduction, four lessons and a finishing touch.
In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.
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Lesson
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Title
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Activities
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Time (hours)*
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Introduction
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Introduction
Need to know
Can do
To do
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0,5 hour
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Lesson 1
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Global temperature
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Speak, listen and write about climate change.
Grammar: use of wish
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3-4 hours
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Lesson 2
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Elephant numbers
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Read and speak about the status of animals.
Speak about an animal that is in danger of extinction.
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3-4 hours
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Lesson 3
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Great Barrier Reef
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Read and discuss about the Great Barrier Reef. Write an essay about plastic.
Grammar: the future perfect
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3-4 hours
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Lesson 4
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Supermarkets in France
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Speak and read about food waste. Listen to a radio show about environmental issues.
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2-3 hours
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Finishing touch
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Projects
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Have a debate on the motion: people who do not actively do things to protect the environment should be punished.
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3 hours
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Oefenprogramma Engels'
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Practise with the 'Oefenprogramma Engels'
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Examentraining
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Prepare for exams: practise taking past versions.
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Evaluatie
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Answer evaluation questions, what did you learn?
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Total
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16 hours
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*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.
Lessons
Below are the four lessons that belong to this topic.
Make your choice.
Finishing touch
Project: Environment
Final project - a debate
A debate is a discussion. There is usually a motion, topic or resolution, which is a statement and it is usually worded: This house believes ... .
There are always two sides to the debate. The affirmative group usually speaks first and this is then countered by the negative group. Then the teams have time to prepare their rebuttal and summary. This time the negative group makes their rebuttal and summary first, followed by the affirmative group.
The motion is: This house believes people who do not actively do things to protect the environment should be punished.
- Your teacher will put you into groups – either agreeing or disagreeing.
- In your group, research your point: what does ‘actively’ mean? What kinds of punishment – fines? And does this actually work?
- Organise your points logically making a good case.
- Check your work and decide which member of your group is going to do most of the talking.
- Think about the points that the opposing team is likely to make and discuss how you will refute them in your rebuttal.
Suggested timing and procedure:
- 2 minutes to present your case
- 2 minutes to prepare your rebuttal and summary
- 2 minutes for the rebuttal and summary.
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Good
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Sufficient
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Insufficient
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Organisation
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Information is presented in a logical, attractive sequence.
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Information is mostly presented in a logical, attractive sequence.
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Information is not presented in a logical, attractive sequence.
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Content
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Interesting, clear information.
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Information is mostly interesting. Some was already known.
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There was not much that was of interest in this presentation.
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Speaker style
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Speaks clearly and at an understandable pace. Maintains eye contact with audience. Well-rehearsed.
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Mostly speaks clearly and a good pace. Mostly keeps eye contact. Has rehearsed a bit.
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Mostly unintelligible. Does not maintain eye contact. Has not rehearsed.
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Language
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The vocabulary use is very good and the sentence structure is good.
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The vocabulary use is fairly good and the sentence structure is good.
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The vocabulary use is not very good, neither is the sentence structure.
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Oefenprogramma Engels
Global warming hotheads - A plastic ocean
If your school participates in VO-content, you can practice with the English practice program 'Oefenprogramma Engels'.
Here you find a part of this program.
This section fits in well with this theme.
Sign in with your 'School Entree account'!
On www.oefenprogrammaengels.nl you can of course also practice with other reading, listening or viewing assignments!
Examentraining
On this page you will find Examenkracht exam questions of previous years.
The questions will correspond as much as possible to the exercise you have just finished.
While answering, use as much of what you have learned earlier. If you cannot answer the question right now, try again later. When you have answered a question, you can check and indicate the score yourself.
If you want your results to be saved, you will have to log in on ExamenKracht.
VWO 2021-TV2
VWO 2021-TV3
VWO 2019-TV1
VWO 2018-TV1
VWO 2017-TV1
VWO 2017-TV2
VWO 2016-TV2
More practice?
Go to Examenkracht where you will find the newest exams.
What did you learn?
At the end of each lesson you answered evaluation questions.
Use these answers to answer the following questions:
- What new things did you learn?
- Which assignment was the best one to learn from?
- Are you able to do what you have to do?
Timing
In the introduction of each period there is an indication of the amount of time you need to do the activity.
- What do you think of this timing?
Finishing touch Project
- Did you do the project? How did it go?
- Was the 'rubric' at the end helpful for you?
- Could you indicate yourself, how did it go?
