Цикл уроків "Care about the environment"

Lesson 2

Topic: Care about the environment

Subtopic: The destruction of the world’s forests

Objectives:

• to train students’ listening skills on the basis of the text “The disappearing rain forest”;
• to teach students to make presentations and use teaching materials of the previous lesson in their monological speech;
• to practice using the passive voice;
• to encourage students’ team work.

Procedure

1. Greeting
2. Warm up
   1.       Question and answer work. Work in pairs. Pair – interviews.

1. What does the word environment mean?
2. What is the most serious environmental problem?
3. What makes the sea waters dangerous nowadays?
4. Where does air pollution in big cities mostly come from?
5. Why are acid rains so dangerous and harmful?
   2.       Oral test on the homework. Monological speaking.

(Children make presentations about different forms of pollution nowadays).

3. Main part
   1.       Listening to the text “The disappearing rain forest”(Handout 1).

T.: Speaking about the problems of environment nowadays we can’t but mention the problem of destruction of the world’s forests and the rain forests in particular. You know the forests are very important in the life of our planet, sometimes they are called “the green lungs of the Earth”. But people often forget about this and damage and destroy them not thinking about the sequences of their harmful activity. Today at our lesson we are going to discuss this problem. First, we’ll listen to the text “The disappearing rain forest” and do some activities after that.

2.       Word Work. Work in small groups.

a) Look at this sentence.

But the products are bought by people like you and me - the hi-fi with its teak loudspeakers, or the nice mahogany chairs.

What are 'teak' and 'mahogany'?

countries kinds of trees

kinds of animals colours

kinds of wood

How do you know?

b) The text mentions six kinds of animals. Find the names and write them as headings in this chart. Use a dictionary. Find the names of five animals for each column.

3.       Discussion of the text. Work with class.

T.: You’ve just listen to the text and I’d like you to discuss the following questions.

Questions to discuss:

1.                  Why are the world’s forests destroyed?
2.                  What is happening to the soil when the trees are cut down?
3.                  What things are lost when the forests are destroyed?
4.                  How many million species of animals and plants are there on the Earth at the moment?
5.                  Who is to blame for this disaster?

4.       Grammar. Using of the passive voice. Work in pairs and groups of four.

T.: Every year millions of hectares of the world’s forests are damaged by fires. Now you’ll read the text and make a list of reasons that can cause these fires, you can also add your own ideas to this list. And while reading this text you’ll review the passive voice.

(Children get the text “Forest fires” (Handout 2) with the gaps, they need to put the verbs in brackets into the passive voice, then they exchange their copybooks, check and evaluate their work, and then they unite in groups of four to discuss the reasons that cause forest fires).

5.       Find in the text and read out English equivalents of these words:
   •                    руйнувати
   •                    блискавка
   •                    недопалки
   •                    шахти
   •                    викидати
   •                    пошкоджувати
   •                    назавжди
   •                    заміняти.

4. Summing up the results of the lesson
5. Homework
   1.                  Prepare short reports about the reasons that damage and destroy the  forests in Ukraine.
   2.                  Ex. 5, p. 65 (in writing).

Handout 1

The disappearing rain forest

1. Before the end of this lesson another hectare of the world's forests will be destroyed forever. Why is this happening? There are two reasons -land and wood. In many countries the trees have been cut down because the land was needed for animals or crops. In other parts of the world the. trees are cut down because their wood is wanted. This wood is used by the local people for firewood. Ch­it is exported to Japan, Europe and North America. There it is used for buildings or it is made into furniture.
2. Unfortunately, in most places the trees won't be replaced. The soil in the forests is very thin, but it is protected by the trees. When the trees are cut down, the soil is washed away by the rain or blown away by the wind. Soon nothing can be grown on it. The forest becomes a desert. Then more land will be needed and more trees will be cut down.
3. When the forest is destroyed, it isn't only the trees that are lost, the homes of millions of animals and plants are destroyed, too. At the moment there are between five and ten million species of animals and plants on the Earth. By the year 2000, one million of these will be extinct - that's one species every hour. All kinds of species are in danger - fish, reptiles, birds, mammals, insects and shellfish - as well as thousands of plants.
4. Who is to blame for this disaster? The answer is simple: all of us. There are just too many people in the world. The world's population is now over one billion people. Of course, it's very easy to blame the local people. We don't chop down trees. They do. But the products are bought by people like you and me - the hi-fi with its teak loudspeakers, or the nice mahogany chairs. Why are the forests being destroyed? Just look around. You're probably sitting on it or listening to it.

Handout 2

Forest fires

........(damage) by fires every

year. In some places whole forests
........(destroy).

2 Some fires.......(produce) by

lightning and other natural causes. Most fires,

however.......(cause) by people.

Cigarette ends......(throw away).

Campfires.......(not put out)

properly. Land......(burn) by

farmers before it......(replant).

Often fires......(use) to clear

forests for roads, mines or farms. About 37%
of fires.......(start) deliberately.

3 Fires cost a lot of money. Millions of dollars

........(spend) on fighting fires, and

in some places new forests....

(plant). However, most of the trees

........(not replace), so every year

thousands of hectares of forests
........(lose) forever.

Lesson 3

Topic: Care about the environment

Subtopic: SOS. Endangered species

Objectives:

• to train students’ writing skills;
• to teach students to write a formal letter to a newspaper or magazine;
• to train students in dialogical and monological speech;
• to develop students’ creative thinking;
• to teach pupils to love animals and take care of them.

Procedure

1. Greeting
2. Warm up
   1.                  Interaction (Handout 1)

a) Write the slogans beside the correct items.

b) Make shopping dialogues about each item.

2.                  Oral test on the homework.

(Students read their reports about the reasons that damage and destroy the forests in Ukraine).

3. Main part
   1.                  Matching activity (Handout 2). Work in pairs.

T.: Look at the pictures and match them with the words. Which of these animals would you most like to save?

2.                  Discuss the questions. Work in small groups.

T.: In your reports now you’ve just said that the result of the process of deforestation is that lots of animals lose their homes, lots of them die and some of them even become extinct. So, the protection of animals is really very important and urgent. Now, I’d like you to discuss the following questions in groups.

Questions to discuss:

1.                  What endangered species of animals do you know?
2.                  Do you think endangered species of animals should be bred up in captivity or live in the wild?
3.                  Do you think zoos are good and useful places or they are like prisons for animals?
4.                  Are there any organizations which try to save the animals for future?

3.                  Reading (Handout 3).

T.:  Now you are going to read the children’s letters to the editor of a youth magazine. What endangered species of animals do the children write about?

4.                  Writing Lab. Writing a formal letter to the editor of a youth magazine or a newspaper.
   1.                   Reading instructions how to write a formal letter (Handout 4).
   2.                  Work in pairs.

T.: You need to write an article to a local newspaper about the endangered black rhino. Discuss the ideas for your letter with your partner and use these notes (Handout 5) to write a letter. Use the passive voice.

4. Summarizing.
5. Homework
   1.                  Write a letter to a newspaper about saving one the endangered species of animals in the place where you live.

Handout 1

INTERACTION

a. Write the slogans beside the correct items.

Meat is Murder Support One World

Smoking kills Save the Rain Forest

Stop Acid Rain Save the Whale

Say 'No' to Nuclear Power

b. Make shopping dialogues about each item.

Example

How much is the Say 'No' to Nuclear Power poster? It's £3

Handout 2

Handout 3

Group A

Dear Editor

I am writing to you to offer my opinion about critically endangered animals around the world.

One of the animals that are currently endangered is the orangutan.

I have found out that on the island of Borneo, an area of rainforests the size of three football pitches is cut down every minute of every day. This tropical island (the third largest in the world) is under siege as never before from loggers and plantation owners. They are destroying these rainforests because palm oil is used in many of our everyday products. These include ice cream, chocolate, biscuits, crisps, margarine, toothpaste, soap, detergents and cosmetics. The shelves in your supermarket are full of products, containing palm oil, which is contributing to the destruction of rainforests wildlife.

I have decided not to buy anything that has palm oil in it. This means checking the label of products before I buy them. If everyone only bought products that do not contain palm oil, then the producers will have to find an alternative to put in their products. This will mean that the people that chop down the trees will not do it anymore because no one will buy it from them.

This is the best way to prevent orangutans from becoming extinct. This is an amazing creature that I would like to help save!

Yours faithfully,

Lewis Tame Brighton

Group В

Dear Mr Brown, 

I'm really angry with the fact that only 1,411 tigers are left in India.
Tigers are living creatures, not rugs and coats. They are beautiful but
they look better ALIVE! Killing tigers is like killing humans because
we are all living creatures and we all feel pain. I'm glad people are do-
ing something, but is it enough? If there are only 400-500 Sumatran
Tigers left and if we keep killing them like this, they'll be extinct in the
wild in years. I think tigers should be protected. Do you? 

Yours sincerely, 

Rebecca 

Aberdeen 

Handout 4

Formal Transactional Letter

A formal transactional letter is a letter you write to respond to the information you've read in a newspaper or a magazine, or a programme you've watched on TV. When you write this kind of letter, follow the recommendations:

1. Use the appropriate greeting. (Dear Sir,...; Dear Mr Brown,...; Dear Editor,...)
2. Explain your reason for writing.
3. Introduce your first point. (First of all,...; To start with,...).
4. Cover all the points in any notes you are given.
5. Introduce further points. (Secondly, ...;Also,...).
6. Introduce your final points. (Finally,...).
7. Introduce any opinions or suggestions you make. (In my view,...).
8. End the letter in an appropriate way.
9. End with 'Yours faithfully' after 'Dear Sir' and 'Yours sincerely'' when you use the person's name.

Handout 5

black rhinos/hunt/for their horns horns/use/in traditional Chinese medicine in 1970/90% of the black rhinos in East Africa/kill rhinos/protect/in most African countries national parks/create but/many/kill/every year/poachers

There are about 4,500 black rhinos left in Africa,

but they are disappearing fast. The rhinos… 

Lesson 4

Topic: Care about the environment

Subtopic: The greenhouse effect

Objectives:

• to practice reading for gist;
• to train students’ listening skills on the basis of the text “The Ozone layer”;
• to train usage of the modal verb “should”;
• to develop students’ critical and creative thinking;
• to teach students to realize the global threats facing our planet and take actions to improve the situations.

Procedure

1. Greeting
2. Warm up.
   1.                  Matching activity. Give definitions to the following words, matching columns A and B.

1.     
   1.                  It is very dangerous because fish and sea animals die.
   2.                  It spoils the atmosphere.
   3.                  In food they harm people’s health.
   4.                  It is the result of mixing harmful gases, chemicals and water or snow in the atmosphere.
   5.                  It pollutes our planet with paper and rubbish.
   6.                  They grow near the equator. Our planet needs them to control its climate.
2.  
   1.                   acid rains,
   2.                  chemicals,
   3.                   sea pollution,
   4.                  waste,
   5.                   pollution,
   6.                    rain forests.

Keys: 1c; 2e; 3b; 4a; 5d; 6f.

3. Main part
   1.                  Reading the text “The greenhouse effect” (Handout 1).
   2.                  Complete the sentences Work with the class.
      1.                  A greenhouse is a building … (made of glass).
      2.                  The roof and walls in the greenhouse keep … (the heat from getting out).
      3.                  The Earth is surrounded by … (a blanket of invisible gases).
      4.                  This blanket of invisible gases act … (just like a greenhouse).
      5.                  Factories, electric power plants and cars are making … (a lot of new gases).
      6.                  These new gases are trapping more and more … (of the sun’s heat).
      7.                  It the Earth’s temperature gets hatter by just a few degrees, it could change … (the weather all over the world).
      8.                  The places that grow most of our food could get too not … (to grow crops any more).
   3.                  Listening to the text “The ozone layer”.
   4.                  Reading. Work in groups (Handout 2).

   T.: Now you’ve just listened to the text “The ozone layer” and your task is to put the paragraphs of this text in to the right order.

5.                  Grammar. Revision of the modal verb “should”. Work in pairs and groups of four.

T.: You know, that pollution is a big problem today.  Now your task is to write some solutions to the problem using “should” or “shouldn’t” and the following expressions and then make posters now to save our environment.

Expressions to use:

• use bicycles
• drive private cars
• throw rubbish into the sea
• smoke
• throw away cigarette ends in the forest
• burn forests
• plant more trees etc.

4. Summarizing.
5. Homework
   1.                  Make projects in groups about a recent event that has caused environmental damage. Read newspapers or use the Internet for this.

Handout 1

THE GREENHOUSE EFFECT

A GREENHOUSE?

A greenhouse is a building made of glass, where you can grow flowers and other' plants that need a lot of warmth.

HOW IT WORKS

The sun shines in through the glass and warms the greenhouse, and the roof and walls keep the heat from getting out.

OUR GREENHOUSE

The Earth is surrounded by a blanket of invisible gases (with names like carbon dioxide) that act just like a greenhouse. The sun shines in. and the blanket of gases traps the heat like a roof, keeping it close to the planet. That's good — we can't live without warmth.

WHAT'S GOING ON

Factories, electric power plants, and cars are making a lot of new gases. Even trees, when they're cut down, give off the gases. These new gases are trapping more and more of the sun's heat. This is called the greenhouse effect, or global warming.

WHAT CAN HAPPEN

If the earth's temperature gets hotter by just a few degrees, it could change the weather all over the planet in big ways. Places that arc warm would become too hot to live in. and places that are cold would become warm. The places that grow most of our food could get too hot to grow crops any more.

Handout 2

The ozone layer

The forests will die. The polar ice will melt and the sea levels might rise by a meter. There will be floods and some big cities might disappear. Some scientists think many thousands of people might die.

The holes in the ozone layer might become bigger. Some scientists believe the average temperature of the Earth will increase by between 1.5°C and 4°C. There will be more droughts and we will change the way we grow our food.

The causes include more carbon dioxide (CO₂) and the use of CFCs        (Chlorofluorocarbons).

The ozone layer is a thin layer of gas about 25 to 40 kilometers above the Earth's surface. The ozone protects us from the sun's radiation. In the 1980s scientists discovered 'holes' in the ozone layer.

Lesson 5

Topic: Care about the environment

Subtopic: Environment and ecology

Objectives:

•                      to practice using the vocabulary on the topic;

•                      to train students’ listening and reading skills;
•                      to practice using the passive voice;
•                      to involve students in pair and team work and in the process of communication.

 Procedure

1. Greeting
2. Warm up

T.: Mankind long believed that whatever we did the Earth would remain the same. Now we know that it is untrue and many people believe the way that we live our lives today is having an extremely bad effect on the environment. So it's high time we gave a warning to the world.

Now, please, listen to the jazz chant and repeat it in chorus.  (Students say it in chorus):

Watch out! Watch out! Watch out! Watch out!

Watch out! There's a hole! What? A hole. Where?

In the ozone layer. A hole in the ozone layer?

Yes, a hole in the ozone layer.

A great big hole in the ozone layer.

Well, I don't see any hole in the ozone layer.

I don't see any hole. It's there!

Where?

 Right there!

Yes, right there!

Are you sure?

Sure, I'm sure.

It's big as a mount.

Big? It's huge.

Huge?

 It's huge.

A huge hole, a great big hole,

A great big hole in the ozone layer.

I think you're kidding.

You're teasing me.        

II. Main part

1. Complete the sentences below with one of the following words in the table. Work in pairs.
    

destruction                   carbon dioxide               population     

chemical fertilizers      incurable diseases          water

extinction            ozone layer

pollution control     radiation

1. The world's .....doubled.
2. Mankind is driving many species to … 
3. Trees can help because they absorb … 
4. There's a high rate of. … in Donbas Re­gion.

5) Levels of lead  in  air can  be  reduced  by …

6. Pollution is making a hole in … bigger.
7. The Dnipro and the Dniester are the most polluted … bodies in Ukraine.
8. People were exposed to the deadly level of … in Chernobyl zone before the evacuation.
9. Overfishing in seas and oceans manifests itself in … of natural resources.

10) About half of the … used in the field in

Ukraine are washed off into the river.

Keys: 1. population; 2. extinction; 3. carbon dioxide; 4. radiation; 5. pollution control; 6. ozone layer; 7.water; 8. incurable diseases; 9. destruction; 10. chemical fertilizers.

2. Work on the lexical items. Replace the pronouns with the nouns in the word-box:

noise abuse

unrecyclable packaging

car exhaust fumes

greenhouse effect

famine and droughts

1. They are partly responsible for acid rain.
2. The level of the sea will rise as a result of it.
3. The government should forbid it, because it contains ozone-damaging gases.

4. It can do irreparable damage to hearing.
5. Changing of ecological balance is the main cause of them.

3. Matching activity and transforming. Using the passive voice.

T.: Here are some pictures, photos and posters of environmental problems. Look at them, then read the sentences given to you. First match the sentence to the picture and make some transformations from the active to the passive voice. Use prepositions of cause in brackets.

1. Automobile pollution has lowered the air qual­ity in most major cities (as a result of).
2. Air pollution is threatening the health of people in mega cities (by).
3. The burning of gas, oil and coal has created acid rain (as a result of).
4. The acid rain is damaging forests and life in rivers and lakes ( due to)
5. The cutting down of rain forests is destroying rare plants and wildlife (through).
6. The reduction of the protective ozone layer has caused many more cases of skin cancer (by).

T.: Now describe each picture using the sen­tences with transformations.

 4. Jigsaw reading in groups

1. Cars and trucks are the world's biggest air pol­luters. But scientists are trying to invent cars that pollute less. There already exist solar and electric cars. Farmers of some American states are trying a fuel in their tractors made from soy beans.

2. The greenhouse effect is caused by harmful gases known as greenhouse gases. These gases are produced when we burn fuels, especially in power station to make electricity. These gases go up into the earth atmosphere and stop heat from leaving the Earth.
3. When the ozone layer is damaged by CFCs (chlorofluorocarbons) harmful light from the sun reaches the Earth. It causes incurable diseases. As for the acid rains, they cause damage to trees, rivers and buildings. It results in destruction of habitat in the air water, on land. Many species of birds, fish and animals have become extinct.
4. Worldwide, the stinky problem of pollution has grown. More and more factories add their bad breath to the air. Many world cities suffer from a brown layer of smog and bad breath. That makes people feel ill and have difficulty in breathing.

5. Speaking. Work in groups.

T.: Think globally, act locally. Discuss and speak about ecological problems of your town and region.

Use the patterns:

One way to ... is to ...

Another way to ... is to ...

The best way to ... is to ...

Use the words:

Car exhaust fumes, littering problems, drinking water, landfills.

e.g. One way to lessen car exhaust gases is to build new roads to stop congestions.

Another way to fight car exhaust gases is to use environmentally friendly transport.

The best way is to…

3. Summing up

T.: I'd like to finish our lesson with a beau­tiful poem. Try to follow the tips given in it.

I'd like to teach the world to sing

I'd like to build the world a home

and furnish it with love,

Grow apple trees, and honey bees,

and snow-white turtle doves.

I'd like to teach the world to sing

in perfect harmony,

I'd like to hold it in my arms

and keep it company.

I'd like to see the world for once

I am standing hand in hand,

And hear them echo through the hills

for peace throughout the land.

4. Homework

Write a card with tips for environ­mental awareness.

Lesson 6

Topic: Care about the environment

Subtopic: The earth is our home

Objectives:

•                      to train and improve four types of pupils’ language skills: reading, writing, listening and speaking;
•                      to teach them to use teaching materials of previous lessons and new vocabulary in monological speech;
•                      to involve students in pair and team work and in the process of communication;
•                      to develop pupils’ creative thinking;
•                      to help students to develop an active concern in order to participate effectively in the maintenance and improvement of the quality of the environment.

Procedure

1.                     Greeting
2.                  Warm up

Today we are going to speak about the most valuable thing we have - our Earth, the planet that we live on. The topic of our lesson is "This colorful world. The Earth is our home". Look at all these pictures and you'll get as­sured that the brightest colors of the world are not artificial, but quite natural, i.e. produced by our colorful na­ture. And the anthem of the lesson has not been chosen by chance, it is a masterpiece of a famous British group "Beatles". Listen to the song "Imagine" and think of the colors associated with these, pictures.

P.1 - I can see wonderful yellow sunflowers in this picture. They are big and all in blossom. They have brown hearts and look marvelous on the bright blue background of the sky.

P.2 - In this picture I can see red berries. They are covered with snow and look very appetizing for birds that are hungry in winter.

P.3 - I can almost hear the birds singing on the branches of this tree. They are happy and merry and everybody who listens to them feels glad to be alive.

P.4 - In this picture we can see the Great Canyon, one of the wonders of Nature. Its architecture and colors harmonically coexist with each other. Add here some bright sunshine, and you will get a picturesque view, a beautiful fantasy of stones and cliffs, lighted by the sum­mer sun. At the bottom of the Canyon there are some single pine-trees, sometimes gathered in small woods. This picture is not very multicolored, because the main colors are brown, sandy gray and a little green. But only imagine how this "little" green wants to survive.

P.5 - The trees here are very picturesque because it is autumn with its wide choice of colors: yellow, red, brown, green, golden. Among them one can see a dead grey tree.

It looks so miserable in the festival of colors. It gives me the idea that if the nature dies, the world becomes gray.

T.: Let's read a verse:

Who loves the trees best?

"I "- said the spring.

"Green leaves are so beautiful,

So them I bring!"

Who loves the trees best?

"I" - summer said.

"I give them flowers

White, yellow and red."

Who loves the trees best?

"I" - autumn said.

"I give them fruit,

Golden and red."

Who loves the trees best?

"1 love them best"

Harsh - winter answered —

"I give them rest!"

T.: A quotation for you is written on the blackboard: "Who loves a garden  finds in its soul life itself." Would you like to give any comments on the verse and the quotation ?

P.: There is nothing more important than nature. Garden is a symbol of nature that gives air to breathe, food, fruit and vegetables to eat, beauty to enjoy. A man will die if the nature dies.

III. Main part

1. Listen to the text and name the problems connected with the environment. Work with the class.

This Fragile Planet

The word environment means simply what is around us. Some people live in a town environment; for others, their environment is the countryside. But the air we breathe, the soil on which we stand and walk, and the water we drink are all part of the environment.

Nowadays people understand how important it is to solve the environmental problems that endanger people's lives. The most serious environmental problems are:

• pollution in its many forms (water pollution, air pollution, nuclear pollution);
• noise from cars, buses, planes, etc.;
• destruction of wildlife and countryside beauty;
• shortage of natural resources (metals, different kinds of fuel);
• the growth of population.

2. Discussion of the problems connected with the environment.

3. Word work. Work with the class.

T.: Here are some words to recollect and operate with:

Ecology - the study of an organism and its environment

Environment - all the surrounding, a living being, cli­mate, air, water, soil

Ecosystem - a community of plants and animals living together

Greenhouse effect - increasing of the temperature

Toxic - containing poison

Oxygen - a gas that makes up 21 % of the Earth Atmo­sphere

Smog - brown air pollution, unsafe to breathe

4. Role-play

T.: Now we'll have a kind of the Congress of people who protest against the different forms of pollution. We'll have a role-play. For this we’ll split into four groups and each group will choose its leader to present your ideas

Role card №1

You are members of "The Green Party". Tell the Congress about the danger of air pollution, animals and plants extinction, and forest destruction.

Use the words:

• acid rains - кислотні дощі
• to emit into the air - викидати у повітря
• oxygen - кисень

Role card №2

You are members of Green Peace Organization. Speak on the radioactive contamination in 1986 in Chernobyl, how did it affect the Earth?

Use the words and word-expressions:

• the course of pollution - причина забруднення
• to contaminate with - забруднювати
• harmful substances - шкідливі речовини

Role card №3

You arc doctors. Speak about the harmful changes in people's health caused by the Chernobyl contamina­tion, an increasing level of birth defects, changes in human genes.

Use the expressions:

• serious diseases - серйозні хвороби
• poor ecological situation - погана екологічна ситуація
• to get worse - погіршуватися
• to cause - бути причиною
• changes in human genes - зміни у генах
• childhood leukemia - дитяча лейкемія
• sickness - хвороба

Role card №4

You are ecologists. Speak about the "greenhouse effect", toxic wastes and other problems of the environ­ment; try to find the ways of solution.

Use the phrases:

- chemical plants - хімічні заводи

- intensive agriculture - інтенсивне сільське господарювання

• to recycle - переробляти
• alternative sources of energy - альтернативні джерела енергії
• ecologically safe enterprises - екологічно безпечні підприємства

5. Speaking. The leaders of groups present their ideas.

P.l ( the leader of the party of "Greens"): The nature is in danger now. The trees and animals are killed by people, by the polluted air and acid rains. Tons of smoke and gas are emitted into the air. If there is no oxygen from the trees, the life dies.

P.2 ( the leader of  the group of doctors): A lot of people are getting ill with seri­ous diseases; the health of many people is getting worse every year because of our poor ecology. Today we must pay attention to the elevated level of birth defects, sick­nesses, children's leukemia, and changes in human genes, caused by the Chernobyl contamination.

P.3 ( the leader of Green Peace Organization): The radio­active contamination was in Chernobyl' in 1986. It spread to many parts of Ukraine and other countries such as Belarus' and Russian Federation. 12 regions of 25 were contaminated with harmful substances.

P.4 ( the leader of  the group of geologists): The pollution develops due to toxic wastes produced by chemical plants and intensive agri­culture. The climate also changes; it becomes warmer due to the so-called greenhouse effect. The problem of envi­ronmental protection has become of vital importance lately.

6. The tree of solutions. Work with the class.

T.: Now, children, lets think what must be done to save our  planet.

(Children go to the blackboard and write their ideas).

Possible solutions.

•                      to plant more trees
•                      to waste less but recycle more
•                      to use alternative sources of energy
•                      to build new ecologically pure plants
•                      to drive less cars, to use bikes
•                      not to use aerosols (hair and body spray)
•                      not to cut off trees
•                      to save electricity etc.

T.: In conclusion, I want to say that a man should be healthy to enjoy the na­ture colors and life generally. We can speak here about healthy way of life that includes:

• kind thoughts
• love
• spiritual and intellectual improvement
• absence of bad habits
• eating a lot of vitamins
• no war
• an ability to survive

IV. Summarizing

T.: I’d like to finish our lesson  with no less beautiful song by Louis Armstrong “What a wonderful world”

5.                  Homework

 Write a composition on the topic: “The environmental pollution is a threat to life”.