1. Language Leader Unit 2 Environment
Language Leader, Intermediate Student’s Book
By David Cotton, David Falvey & Simon Kent
Published and Copyright by Pearson Education Limited, 2008
Presentation created by Araya Hongchindaket, 2010

2. 2.1 Local Environment (P.16) Reading
4. Read the article and answer the questions. (P.17)
How many people took part in the survey?
Which groups of people have a particular problem with noisy neighbours?
More than 2000
Residents who were already dissatisfied with their home,
residents in medium or high-rise flats

3. 3. According to the survey, how many people have protested:
To their local government or the police?
b) To their neighbours?
4. According to the article, why is transport noise not a bigger problem?
Two in five
One in four
Because people are able to develop ‘immunity’ to it,
they consider it part of the environment

4. 5a) Find words or phrases in the article which mean:
Results (Para 2)
Survey (Para 2)
Subjects often discussed (Para 3)
Size/ level (Para 6)
Become unaffected by (Para 10)
Closely connected with (Para 10)
Not thinking about other people’s feelings (Para 10)
Something very important (Para 11)
findings
poll
issues
scale
Develop ‘immunity’
synonymous
Lack of consideration
priority

5. 2.2 Changing Environment (P.18)
2b) Match 6 of the words in Exercise 2a with these definitions.
Eating no food at all for a period of time
A group of animals or plants of the same kind
An animal that is hunted and eaten by another animal
fast
species
prey

6. 4. Young bears, lions, tigers, etc.
5. Animals that feed their young with milk from their body
6. Relating to the sea and creatures that live there
cubs
mammals
marine

7. 4. Read the introduction to the article and answer the following questions.
How long have sea levels been rising? Are they still rising?
How long has polar ice been shrinking? IS it still shrinking?
What success have environmentalists had in their fight against global warming?
For 20 years and they’re still rising (more rapidly)
For 30 years and it’s still shrinking
They’ve had no significant success

8. Vocabulary: word combinations (P.19)
6a) Match the words on the left with the nouns on the right.
Climate
False
Scientific
Global
Satellite
significant
images
Change
Journal
Effect
Impression
warming

9. 6b. Complete the text with word combinations from Exercise 6a.1. 2. 3. 4. 5. 6.
Scientific journal
Climate change
Satellite images
Global warming
Significant effect
False impression

10. Grammar: present perfect simple and continuous
See ‘Language reference on P.136
Use the present perfect continuous to talk about an ongoing situation or action that started in the past and is still continuing.
e.g.
Sea levels have been rising.
The climate has been getting warmer.

11. Compare the use of the present perfect continuous with the present perfect simple.
e.g.
We’ve been painting the house. (continuing action)
We’ve painted the house. (completed action)

12. We also use the present perfect continuous to talk about the reason for something in the present. We are more interested in the activity than the result.
e.g.
Why are you wet?
Because I’ve been washing the car.
Is the car ready?
Yes, I’ve washed it. (So now it is ready.)

13. ! To describe repeated actions we use the present perfect simple, not the present perfect continuous.
e.g.
I’ve watched that film ten times.
I’ve been watching that film ten times.

14. 8. Underline the most appropriate form
8. Underline the most appropriate form. Sometimes both forms are correct. 1. 2. 3. 4. 5. 6.
Has been disappearing
Has been shrinking
Has already vanished
We’ve been waiting
Has sent
Has been trying

15. 2.3 Extreme environment (P.20)
Grammar: indirect questions
3. Look at the questions in the table. Then look at Track 1.11 on pages , find exactly how they were asked and note them down.

16. Direct questions Indirect questions
1. What is the biggest volcano in the world?
Can I ask what the biggest volcano in the world is?
2. Can people go inside volcanoes?
3. Is Vesuvius an active volcano?
4. Why do volcanoes stop erupting?
Do you know whether people
can go inside volcanoes?
Could you tell me if Vesuvius
Is an active volcano?
I’d like to know why volcanoes
Stop erupting.

17. See ‘Language reference’ on P.136
An indirect question is a question inside another question or statement.
e.g.
Do you know what the answer is?
There’re a number of introductory phrases that can be used to begin an indirect question. For example:
I’d like to know… Do you know…?
Can/ Could you tell me…? I wonder…

18. Use indirect questions in formal situations or to be tentative.
e.g.
Could you tell me if it’s OK to use mobiles here?
I wonder if she likes me.
!! In indirect questions use statement word order (subject before the auxiliary), not question word order
e.g.
Do you know where the post office is?
Do you know where is the post office?

19. We use if or whether to introduce yes/ no questions.
e,.g.
Are they expensive? I wonder if/ whether they
are expensive.
!! We only question marks if the introductory phrase itself is a question.
e.g.
I’d like to know how much it costs.
Do you know how much it costs?

20. 6a) Change the direct questions into indirect questions
6a) Change the direct questions into indirect questions. Use introductory phrases from Exercise 3. 2. 3. 4. 5. 6.
Can you tell me how many volcanoes…?
Do you know how many eruptions were reported…?
I’d like to know if you can go…
Could you tell me what causes a volcano…?
Can you tell me which the biggest…is?

21. 7. 8. 9. 10. Do you know which volcano has been showing…?
I’d like to know when Vesuvius destroyed…
Could you tell me when Vesuvius last erupted?
Can you tell me whether a lot of people …?

22. Vocabulary: adverbs (P.21)
8. Look at the highlighted adverbs in the extracts and match them with the adverbs in the box.
Deliberately
Relatively
Normally
Perhaps
Mainly
Slowly and pensively
intentionally
comparatively
perhaps
possibly
mostly
thoughtfully