English · 3rd secondary · First Term

Protect Nature, Protect Future

About this lesson

This unit focuses on climate change, climate justice, and environmental protection. It includes reading articles about climate justice, global activism, and sea level rise; listening to an interview with a meteorologist and a discussion about coastal cities; speaking activities on climate change and youth activism; and writing a persuasive essay on climate-related topics. Students learn vocabulary related to weather and climate, and practice using modal verbs for deduction and expressing blame or regret. By the end, students should be able to read and understand texts on climate issues, extract key details, use weather vocabulary, discuss climate topics, and write a persuasive essay.

Main topics in this lesson

  • Climate change and its effects
  • Climate justice and global activism
  • Sea level rise and coastal cities
  • Weather and meteorology
  • Environmental responsibility and action

Key terms and vocabulary

  • climate change
  • climate justice
  • greenhouse gas emissions
  • bear the brunt
  • marginalized communities
  • equity
  • meteorologist
  • forecast
  • heat wave
  • extreme weather
  • scorching
  • pessimistic
  • sea level rise
  • thermal expansion
  • glaciers
  • adaptation
  • amphibious architecture
  • coastal defense
  • migration
  • persuasive essay

Questions and answers on Protect Nature, Protect Future - practice and revision

Multiple choice questions on this lesson in English for 3rd secondary, First Term, with practice exercises for revision and exam preparation.

1

Sara did not study for the climate test, and she got a low mark. She now says: 'I ______ studied harder.' Which words complete her feeling of regret?

  • 1 should have
  • 2 may have
  • 3 must have
  • 4 can't have
2

Ahmed looks at the dark clouds and says: 'It ______ rain soon; the sky is very black.' Which modal verb best completes the sentence?

  • 1 may
  • 2 can't
  • 3 must have
  • 4 should have
3

A coastal city has no sea walls and no amphibious architecture. When the sea level rises, the city suffers the most. We can say the city ______ the brunt of the sea level rise.

  • 1 bears
  • 2 forecasts
  • 3 adapts
  • 4 migrates
4

A coastal city is in danger because of sea level rise. Which solution from the unit uses buildings that can live with water?

  • 1 Amphibious architecture
  • 2 Greenhouse gas emissions
  • 3 Scorching heat waves
  • 4 Pessimistic forecasts
5

Ahmed forgot to take his umbrella and got very wet in the heavy rain. Which sentence expresses regret?

  • 1 He must take his umbrella.
  • 2 He may take his umbrella.
  • 3 He should have taken his umbrella.
  • 4 He can't have taken his umbrella.
6

A student reads that marginalized communities bear the brunt of climate change. What does this mean?

  • 1 Marginalized communities suffer the worst effects of climate change.
  • 2 Marginalized communities cause most greenhouse gas emissions.
  • 3 Marginalized communities are never affected by extreme weather.
  • 4 Marginalized communities always live in amphibious architecture.

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