KOMMUNIKÁCIÓ IDEGEN NYELV ANGOL TÁMOP-2.2.3-07/1-2F-2008-0011 ANGOL NYELV 11. ÉVFOLYAM

KOMMUNIKÁCIÓ IDEGEN NYELV ANGOL TÁMOP-2.2.3-07/1-2F-2008-0011 ANGOL NYELV 11. ÉVFOLYAM TANULÓI JEGYZET ANG11_TJ.indd 1 2009.11.05. 13:07:13

A kiadvány a TÁMOP-2.2.3-07/1-2F-2008-0011 azonosító számú projekt keretében jelenik meg. Szerző: Fáy Réka Lektor: Bagóné Tóth Katalin Borító és tipográfia: Új Magyarország Fejlesztési Terv Arculati kézikönyv alapján A mű egésze vagy annak részletei az üzletszerű felhasználás eseteit ide nem értve oktatási és tudományos célra korlátozás nélkül, szabadon felhasználhatók. A tananyagfejlesztés módszertani irányítása: Observans Kft. Budapest, 2009. Igazgató: Bertalan Tamás Tördelés: Király és Társai Kkt. Cégvezető: Király Ildikó ANG11_TJ.indd 2 2009.11.05. 13:07:15

TARTALOMJEGYZÉK BEVEZETÉS...7 UNIT 1: ENVIRONMENTAL CONSCIOUSNESS...9 Topic 1: Sustainable development and environmental problems...9 Exercise 1. Major vocabulary...9 Exercise 2. Sustainable development...10 Exercise 3. Different forms of pollution... 11 Exercise 4. Causes and effects...13 Vocabulary...14 Topic 2: Global warming... 15 Exercise 1. Revision of environmental problems...15 Exercise 2. Global warming greenhouse effect climate change...15 Exercise 3. Global warming consequences...17 Vocabulary...18 Topic 3: Selective waste collection... 19 Exercise 1. Waste types and recycle centers...19 Exercise 2. The 3R concept...19 Exercise 3. A European environmental school project...20 Exercise 4. Brainstorming about waste reduction...21 Vocabulary...21 Topic 4: Think Globally, Act Locally reuse what you can!...22 Exercise 1. Let s give our objects a new life!...22 Exercise 2. Success stories from the European Union...22 Vocabulary...25 Topic 5: The ecological footprint...26 Exercise 1. Let s buy the least polluting...26 Exercise 2. The ecological backpack...27 Exercise 3. Factors of the ecological backpack Megoldásnak ekkora hely kell....28 Exercise 4. About the ecological footprint...29 Vocabulary...30 Topic 6: Project Planning... 31 Exercise 1. Brainstorming...31 Exercise 2. Mind map...32 Exercise 3. Task sheet...33 Topic 6: Project Evaluation...34 Exercise 1. Plus delta...34 Exercise 2. Evaluation...36 PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 3 ANG11_TJ.indd 3 2009.11.05. 13:07:15

UNIT 2: HEALTHY LIVING... 37 Topic 1: Nutrients... 37 Exercise 1. Revision of relevant vocabulary...37 Exercise 2. Basic facts about nutrition...38 Exercise 3. The Nutrient Quiz...39 Exercise 4. Dishes and nutrients...39 Vocabulary...40 Topic 2: Junk food.. 41 Exercise 1. Junk food types...41 Exercise 2. What is junk food?...41 Exercise 3. Junk food advertisements...43 Vocabulary...44 Topic 3: Fruit types 45 Exercise 1. Revision of fruit names...45 Exercise 2. What is so healthy in fruit?...46 Exercise 3. Interesting fruits...46 Vocabulary...49 Topic 4: Intensive and extensive farming...50 Exercise 1. Intensive and extensive farming 1....50 Exercise 2. Intensive and extensive farming 2....50 Exercise 3. Advantages and disadvantages...51 Vocabulary...52 Topic 5: Being an enviro conscious customer... 53 Exercise1. Food labels...53 Exercise 2. Safe food...54 Exercise 3. Opening a restaurant...56 Vocabulary...58 Topic 6: Sports... 59 Exercise1. Names of sports....59 Exercise 2. What happens when you exercise?...59 Exercise 3. My sport...60 Vocabulary...61 Topic 7: Common Illnesses... 62 Exercise 1. Allergies...62 Exercise 2. Common Illnesses...62 Vocabulary...64 UNIT 3: INFORMATION SOCIETY...65 Topic 1: Are you a Computer Expert?...65 Exercise 1. Are you a computer expert?...65 Exercise 2. The Internet...65 Exercise 3. Is the internet useful?...67 Vocabulary...68 4 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 4 2009.11.05. 13:07:15

Topic 2: Communication on the Internet... 70 Exercise 1. What for?...70 Exercise 2. Mylearning...70 Topic 3: Learning English with the Internet...72 Exercise 1. Websites for learning English...72 Vocabulary...73 Topic 4: Effects of Computer Games... 74 Exercise 1. Computer games...74 Exercise 2. The negative effects of video games...74 Exercise 3. The positive effects of video games....76 Vocabulary...76 COMPLETE VOCABULARY...77 PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 5 ANG11_TJ.indd 5 2009.11.05. 13:07:15

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BEVEZETÉS A következő feladatok célja, hogy segítségükkel: 1. elsajátítsd az alapvető környezetvédelmi kifejezéseket, megismerd a világunkat fenyegető legsúlyosabb környezeti problémákat, valamint ezekben meglásd az ok okozati összefüggéseket, 2. megismerd az egészséges táplálkozás alapjait, a tápanyagok összetevőit, a mozgás, a sport fontosságát, 3. tájékozódj az Internet világában. Reméljük, hogy a tananyag használatával ezekről a témákról írni, beszélni is tudsz majd angolul, és világossá válik számodra, hogy mi az, amit Te is megtehetsz a környezet és egészséged védelmében. Cél Az alábbi témakörök alapos megismerése: 1. rész: Környezettudatosság Környezetvédelmi problémák: okok és megoldási lehetőségek Globális felmelegedés Szelektív hulladékgyűjtés 2. rész: Egészséges életmód Tápanyagok nevei, ételeink megfelelő összetétele Egészséges táplálkozás Egészségtelen ételek junk food Gyümölcsök jótékony hatásai Egészséges élelmiszerek Sport, mozgás Stressz, betegségek okai és megelőzésiek 3. rész: Információs társadalom Az Internet története Az Internet hatása világunkra Kommunikációs csatornák Nyelvtanulás a világhálón Számítógépes játékok és hatásaik Követelmények: 1. rész A környezettudatosság fogalmának értelmezése globálisan és saját szűkebb környezetünkben. A globális felmelegedés hatásai földünkre, mit tehetünk ellene. A szelektív hulladékgyűjtés előnyei, a hulladék csökkentésének lehetőségei európai kitekintéssel. A Gondolkodj globálisan, cselekedj lokálisan elv ismerete. Az ökológiai lábnyom, ökológiai hátizsák, tudatos vásárlás fogalmának ismerete. Egy környezettudatossághoz köthető projekt megtervezése és végrehajtása, a munka értékelése. 2. rész Táplálékaink alapvető összetevőinek, és az egészséges táplálkozáshoz szükséges arányoknak az ismerete. A junk food szó jelentésének, az egészségtelen étkezés lehetséges következményeinek a megismerése. Gyümölcsfajtákról, a gyümölcsfogyasztás jótékony hatásairól tájékozottság szerzése. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 7 ANG11_TJ.indd 7 2009.11.05. 13:07:15

Ételeinket és egészségünket károsító tényezők felsorolása. A tudatos vásárlás fogalmának definiálása, példákkal illusztrálva. Különféle sportok, a mozgás jótékony hatásának ismertetése. A stressz fogalmának meghatározása, tájékozottság néhány alapvető betegségről, azok kialakulásának okai és lehetséges megelőzései, gyógymódjairól. 3. rész Az Internet története, véleményalkotás az Internet világunkra gyakorolt hatásáról. Egy megadott téma keresése az Interneten A legfontosabb internetes kommunikációs csatornák feltérképezése, és ezek közül legalább egy használata. Nyelvtanulást támogató internetes portálok és eszközök megismerése. Véleményalkotás a számítógépes játékok hasznáról és káráról. Jelmagyarázat A tanulói jegyzetben a tananyag fontos elemeit, a példákat és a tanulási tippeket különböző ikonok jelölik. Ikon Jelentés A fejezet célmeghatározása. Figyelmesen olvasd el, így megismered a fejezet fókuszpontjait. Az ikon fontos, jól megjegyzendő, megtanulandó ismereteket jelez. Az ikon mellett olyan gondolatébresztő, kérdéseket, felvetéseket, problémákat találsz, amelyek megválaszolásával elmélyülhetsz a témában. Az ikon a házi feladatot, otthoni munkát jelzi. 8 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 8 2009.11.05. 13:07:15

UNIT 1: ENVIRONMENTAL CONSCIOUSNESS TOPIC 1: SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL PROBLEMS In this unit, we will learn about major environmental expressions and definitions, and sustainable development. EXERCISE 1. MAJOR VOCABULARY Match the following expressions/words with the pictures from the slide show: acid rain, sewage, water pollution, exhaust gas, CO2 emission, air pollution, renewable energy, wind power, solar power, desertification, deforestation, the great chain of living, selective waste collection SLIDE 1 Source:http://www.flickr.com/ SLIDE 2 Source:http://www.flickr.com/ SLIDE 3 Source: http://www.flickr.com/ PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 9 ANG11_TJ.indd 9 2009.11.05. 13:07:16

SLIDE 4 Source: http://www.flickr.com/ SLIDE 5 Source: http://www.flickr.com/ SLIDE 6 Source: http://www.flickr.com/ SLIDE 7 Source: http://www.flickr.com/ EXERCISE 2. SUSTAINABLE DEVELOPMENT Read the text. Then find the answers to the questions below. Sustainability means the capacity to endure. In ecology the word describes how biological systems remain diverse and productive as time passes. Sustainable development means that we should use natural resources wisely in order to preserve the environment for our wellbeing and that of future generations. The most often quoted definition of sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. This means that if we don t take enough care of the environment today, we will cause serious damages for our children and grandchildren. 10 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 10 2009.11.05. 13:07:16

1. What does sustainability describe in ecology? 2. What should we, humans do for sustainable development? 3. What will happen to future generations if we don t take enough care of the environment? EXERCISE 3. DIFFERENT FORMS OF POLLUTION a) Read the definitions of different pollution factors that set back sustainable development. Fill in the gaps. Use the following words: air pollution, global warming, deforestation, water pollution, erosion, the great chain of living, CO2, burned, wildlife Source: http://www.flickr.com (1) means the introduction of chemicals or biological materials into the atmosphere which has a harmful effect on the natural environment. It is often caused by the exhaust gas of cars, industrial smoke, or fly ash generated by thermal power plants. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 11 ANG11_TJ.indd 11 2009.11.05. 13:07:16

Exhaust gas coming from cars contains CO2, one of the most important greenhouse gases. CO2 emission causes the so called greenhouse effect, which is responsible for (2)., the increase of average world temperatures. Global warming could have disastrous consequences from species disappearing to polar ice melting and floods. As trees grow, they absorb (3), but when they are cut down, CO2 remains in the air. Forest clearance, wood burning or in other words (4). is now out of control. For example in 1987 an area of the Amazon rain forest the size of Britain was (5)., adding 500 million tonnes of CO2 to the atmosphere. It is also a major problem for (6) in the area because they lose their habitat, homes, hiding places and food source. It also alters the great chain of living endangering certain species. As a result, (7) often appears in such areas as wind or water wears away land surface. (8) can be caused in many ways for example by sewage let into rivers or seas, damaged, leaking oil tankers, or industrial waste. It has a dangerous effect on (9) because seabirds eat poisoned fish. b) Do you know any solutions to these problems?............... c) Put the second part of the text in order. a) b) c) Another thing we can do is selective waste collection, which means that we collect our waste so that we separate paper, glass, plastic and metal and then we take it to the selective waste collectors. Instead of going everywhere by car, we can walk, bike or use public transport. And last but not least we can walk, bike or use public transport. Instead of using fossil fuels, which the planet will run out of soon, we should use renewable energy such as wind or solar energy. The first step towards the solution is being environmentally conscious. This simply means that we care for the environment, for example we carefully consider that the products we buy in shops are produced and packed in an environmentally friendly way. 12 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 12 2009.11.05. 13:07:16

Which of the listed things could YOU do for the environment?......... EXERCISE 4. CAUSES AND EFFECTS Fill in this form using the information in the texts or things you know or seem logical. The first line is done for you. Causes Problems Consequences Exhaust gas, industrial smoke, fly ash Air pollution Global warming Smog, global warming Possible solutions Renewable energy Things I Could Do Use public transport, bike instead of driving, environmentally conscious behaviour Deforestation Erosion Water pollution What are the major environmental problems in Hungary? Try to follow the news to find out. Chose one of the environmental problems and make a presentation about it. Find information on the Internet. Here is a useful link: http://green.wikia.com/wiki/wikia_green PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 13 ANG11_TJ.indd 13 2009.11.05. 13:07:16

Vocabulary diverse diversity ecology endanger endure exhaust gas flood fly ash greenhouse gas habitat harmful have an effect on sg. in turn maintenance natural resources polar ice polluting pollution productive remain renewable responsible set back species sustainable thermal power plant variety wellbeing változatos, sokszínű változatosság, sokszínűség ökológia veszélyeztet kitart, fennmarad, eltart kipufogógáz árvíz levegőbe jutó korom üvegházhatású gáz élőhely káros hatással van valamire cserébe gondozás, fenntartás természeti erőforrások sarki jég szennyező szennyezés termelékeny, termékeny, produktív marad megújuló felelős, felelősségteljes hátráltat, akadályoz fajok fenntartható hőerőmű változatosság, választék jólét 14 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 14 2009.11.05. 13:07:16

TOPIC 2: GLOBAL WARMING In this unit, we will learn about global warming and find its causes, effects and possible solutions. EXERCISE 1. REVISION OF ENVIRONMENTAL PROBLEMS Your teacher will read you some environmental problems. Write them down. Then write down its causes, consequences and possible solutions. Environmental problem Causes Consequences Possible solutions EXERCISE 2. GLOBAL WARMING GREENHOUSE EFFECT CLIMATE CHANGE Read the text. Then answer the questions below. Global warming is the result of greenhouse effect. The so called greenhouse gases, such as carbon dioxide (CO2) in the atmosphere act like glass in a greenhouse, and allow sunlight through to heat the earth s surface but trap the heat as it radiates back into space. As the greenhouse gases build up in the atmosphere the Earth gets hotter. Trees breathe in carbon dioxide and store the carbon in their trunks. When the wood is cut down the CO2 is returned to the air. This way, forest clearance and wood burning adds to the CO2 in the atmosphere, but the loss of the forests also means that there are fewer trees to absorb CO2. Deforestation causes less than half the yearly total of CO2, the rest comes from the burning of coal, oil and other fossil fuels. These fossil fuels are needed in cars, power stations and factories. Every time we switch on a light we are adding to the greenhouse effect. Cars are also major sources of CO2. The average European is responsible for nearly 2.5 times as much atmospheric carbon as a Latin American. The concentration of CO2 has increased 25% since the industrial revolution, half of this rise has been in the last 30 years. It is expected to double within decades. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 15 ANG11_TJ.indd 15 2009.11.05. 13:07:16

The warming of the planet is changing the world s weather patterns which is why we call it climate change. Unless we stop it, it will have disastrous effects: if polar ice melts, it will endanger species such as polar bears and many others. The melted ice will cause floods and as a result, entire cities might disappear, among others, a huge downtown area of New York City. Changing temperatures alter the great chain of living because animals and plants rely on each other. Also, it has an effect on the big ocean currents which might alter their patterns. Scientists say that as a result of that, another ice age might occur! 1. Explain the greenhouse effect. 2. How do trees help eliminate the greenhouse effect? 3. What are the main sources of CO2 emission? 4. How do we add to global warming? 16 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 16 2009.11.05. 13:07:16

5. How is CO2 concentration expected to increase in the future? EXERCISE 3. GLOBAL WARMING CONSEQUENCES Read the second half of the text again. Make a list of the different consequences of global warming. 1.. 2.. 3.. 4.. 5.. Can you imagine the consequences of floods? What would happen if entire cities disappeared? Think of its inhabitants. What can you do to eliminate global warming in your own life? How can you cut down the use of electric power/water, reduce waste or CO2 emission? Use these links: http://ec.europa.eu/environment/index_en.htm http://www.climatecrisis.net/takeaction/ Give at least 5 ideas. 1.... 2.... 3.... 4.... 5..... PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 17 ANG11_TJ.indd 17 2009.11.05. 13:07:17

Vocabulary act like allow breathe in eliminate fossil fuel industrial revolution ocean currents power station radiate Space store viselkedik valahogy enged belélegez kiküszöböl állati és növényi maradványból származó energiaforrás ipari forradalom óceáni áramlatok erőmű sugároz űr raktároz 18 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 18 2009.11.05. 13:07:17

TOPIC 3: SELECTIVE WASTE COLLECTION In this unit, we will learn about different types of waste, the 3R concept and some examples brought from the European Union. EXERCISE 1. WASTE TYPES AND RECYCLE CENTERS On the left, you find different types of waste. On the right, places where you can take or recycle them. Match these two. Sometimes more than one solution is possible. Paper a) Selective waste bins Plastic pet bottles b) Composter Metal drinking cans c) Schools, public institutions Electrical appliances d) selective waste collection yards White and coloured glass e) Selective waste collection islands Fruit/vegetable skin, f) Shops which sell them garden waste Light bulbs, neon tubes Dry cell batteries Cell phones EXERCISE 2. THE 3R CONCEPT Read the text then answer the question below. We produce more rubbish today than ever before, on average each household in Budapest produces about half a tonne of waste every year. Much of this waste contains potentially useful materials such as paper and plastic, glass and metals which could be recycled, reducing the amount of rubbish, creating less pollution and saving energy. The 3R concept is Reduce, Reuse, Recycle. Reduce means of course that first of all we should lessen the amount of waste. Reuse is to use an item more than once. This includes conventional reuse where the item is used again for the same function, and new life reuse where it is used for a new function. In contrast, recycling is the breaking down of the used item into raw materials which are used to make new items. By taking useful products and exchanging them, without reprocessing, reuse help us save time, money, energy and resources. 1. How much waste does a family produce in Budapest? PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 19 ANG11_TJ.indd 19 2009.11.05. 13:07:17

2. What is the 3R concept? Explain it with your own words. 3. What is the difference between reuse and recycle? EXERCISE 3. A EUROPEAN ENVIRONMENTAL SCHOOL PROJECT The following description of an environmental project comes from The European Environmental Agency. They collect success stories on waste prevention from the European Union. The text below is one of them. Read it carefully then do the exercise. Title Objective Description Sensitization project for schools Stimulate pupils to buy environment friendly school materials that are durable, healthy, made of recycled materials and create less waste. In a folder the pupils and their parents get 12 hints on how to buy environment friendly materials. Teachers receive an educational file with information and hints on how to prevent waste, shopkeepers promote environment friendly school materials with promotional posters. In 2003 150,000 folders were distributed in Flemish schools You can find the rest of the success stories here: http://scp.eionet.europa.eu/facts/wastebase/prevention/ index_html Make a list of actions that were taken to reduce the amount of waste. a) b) c) 20 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 20 2009.11.05. 13:07:17

EXERCISE 4. BRAINSTORMING ABOUT WASTE REDUCTION Make a list of ideas for reducing the amount of waste in your school. a) b) c) d) e) Do you separate waste at home? If not, try to introduce it! 1. Find the selective waste yard closest to you. Write down what is collected there selectively. 2. Bring an object for next class that people usually throw away but which could be used for something. Vocabulary can cell phone dry cell battery durable electrical appliance hint household light bulbs neon tube NGO (Non governmental organization) segregation sensitization stimulate waste konzervdoboz, italosdoboz mobiltelefon szárazelem tartós elektromos készülék ötlet, javaslat háztartás égő, villanykörte neoncső Alapítvány, civil szervezet elkülönítés, különválasztás problémák iránti fogékonyság, érzékenység serkent, késztet, stimulál hulladék PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 21 ANG11_TJ.indd 21 2009.11.05. 13:07:17

TOPIC 4: THINK GLOBALLY, ACT LOCALLY REUSE WHAT YOU CAN! In this unit, we will learn more about environmental success stories from the European Union. EXERCISE 1. LET S GIVE OUR OBJECTS A NEW LIFE! Let s take a look at the things you have brought. Can you give them a second life? What can they be used for? Make a list of the items and your ideas. 1. 2. 3. 4. 5. EXERCISE 2. SUCCESS STORIES FROM THE EUROPEAN UNION We are going to use success stories collected by the European Environmental Agency again. Let s form 2 groups. Each group will get one. Read it and make a summary of it to tell the class. Use this form for your summary. Divide the tasks. Then, discuss it with the other group. Finally, we are going to decide which one is the best idea and which one could be used in Hungary. Success Stories on Waste Prevention Age group targeted Environmental problem it tries to solve Short description Objective Evaluation Our opinion / Would it be useful in Hungary? 22 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 22 2009.11.05. 13:07:17

Group 1. Title Recycle centres Field of Institution building, Repair share reuse application Waste type Municipal, Commercial, Household Country Belgium Objective The mission of the recycle centres is, A) to promote the re use of household materials, such as furniture, household appliances and clothes, B) to offer jobs to semi and unskilled workers and to the long term unemployed, C) to sell high quality second hand goods at low prices to fight poverty. Description Almost 40 recycle centres have been set up in different towns in Flanders. They collect second hand goods usually by picking them up on demand or people deliver the goods at the centre. Goods are repaired in re use centres and sold again in more than 90 recycle shops. Target group Households Achievements In 2001 more than 20,000 tonnes of goods were collected which means 3.5 kilograms per inhabitant. Around 70% of the collected goods were reused. Evaluation The recycle centres reduce the amount of waste and give jobs to the unemployed. They produce high quality second hand articles. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 23 ANG11_TJ.indd 23 2009.11.05. 13:07:17

Group 2. Title Ecomoebel Field of Repair share reuse application Waste type Bulky Furniture users, waste management organizations, local authority associations, Target group handicraftsmen (carpenters, restorers, cushion makers, artists), designers. Country Germany Objective The quantity of used furniture is growing rapidly. Disposal and burning is a burden to the environment and it means additional costs for consumers. The project is trying to solve this problem and provide new employment opportunities. Description Ecomoebel is the name of an innovative network for the reconditioning and marketing of used furniture. Its network has many partners, e.g. handicraftsmen (carpenters, restorers, etc), artists, and designers, marketing and computer professionals. There are high quality standards for the refurbishment of used furniture. All furniture is analysed for harmful substances and restored with environmentally friendly products. The customer receives all information about the restoration. This certificate is the basis of the ecomoebel quality signet, which guarantees a low polluted furniture with a high quality standard. Achievements In Germany about seven million tonnes of furniture are thrown away every year. Around 5 % of this quantity is reused. It is estimated that the quantity of reused furniture can be increased from 5% to 6, 7 or 8%. Evaluation The ecomoebel network creates jobs and qualifies the persons employed at the refurbishment enterprises. Ecomoebel provides benefits for all participants in the furniture life cycle. Customers can buy high quality furniture while reducing the amount of waste. References http://www.ecomoebel.de/ Try to think of possible solutions to common environmental problems. Take a look at the other success stories. Choose one and write a short summary about it. Use this website: http://scp.eionet.europa.eu/facts/wastebase/prevention 24 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 24 2009.11.05. 13:07:17

Vocabulary achievement bulky handicraftsman harmful substances household appliance innovative long term unemployed on demand poverty semi/unskilled worker recondition refurbish signet eredmény terjedelmes, nagymennyiségű kézműves káros összetevők háztartási készülék innovatív, újszerű tartósan munkanélküli személy kérésre szegénység félig képzett / képzetlen dolgozó újszerű formát ad valaminek felfrissít, rendbe hoz pecsét PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 25 ANG11_TJ.indd 25 2009.11.05. 13:07:17

TOPIC 5: THE ECOLOGICAL FOOTPRINT In this unit, we will learn about the ecological backpack and the ecological footprint. We will try to compare products from this aspect. EXERCISE 1. LET S BUY THE LEAST POLLUTING You would like to buy environmentally friendly products in a shop. Which of these items would you buy? Can you say why? Fresh pizza Sliced, deep frozen German bread in an aluminium foil Apples from Hungary Austrian milk in a box Deep frozen pizza packed in a plastic bag and a paper box Fresh potatoes Spanish strawberries in a plastic box Hungarian eggs Sliced, deep frozen, ready to fry potatoes in a plastic bag I would buy:............... I would not buy:............... 26 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 26 2009.11.05. 13:07:17

EXERCISE 2. THE ECOLOGICAL BACKPACK Read the text. Then answer the questions below. The ecological backpack method is used to measure the total amount of natural resources required to produce and transport a given product or service. It tries to reveal the material used during the production or transportation phase but which is not visible in the final product. The ecological backpack can be measured in five categories: abiotic (non renewable) and biotic (renewable) resources, erosion, water and air. For example the weight of a non renewable ecological backpack of a computer is more than 1 400 kilograms. Its physical weight is only about 25 kilograms which indicates that somewhere in the world large amount of resources have been transferred or used. This can include energy use, processes and side products in raw material production. 1. What do we use the ecological backpack method for? 2. What does it try to reveal? PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 27 ANG11_TJ.indd 27 2009.11.05. 13:07:17

EXERCISE 3. FACTORS OF THE ECOLOGICAL BACKPACK Take a look at the products from the first exercise. Discuss what you think about their ecological backpacks. Make a list about the factors that make their backpacks big. The first one is done for you. Give ideas about how to reduce their backpacks. Name of the product Sliced, deep frozen German bread in an aluminium foil Deep frozen pizza packed in a plastic bag and a paper box Austrian milk in a box Spanish strawberries in a plastic box Sliced, deep frozen, ready to fry potatoes in a plastic bag Factors of its ecological backpack it is sliced (used energy) it is deep frozen (uses electricity) it was transported from Germany (used fuel) it is packed in an aluminium foil (produced from raw materials with energy) it generates a lot of waste and CO2 emission How could we reduce it? it shouldn t be sliced it shouldn t be deep frozen it should be transported from the closest bakery in Hungary it should be wrapped in paper 28 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 28 2009.11.05. 13:07:17

EXERCISE 4. ABOUT THE ECOLOGICAL FOOTPRINT Do you know what ecological footprint is? Read the text below. Then discuss the questions below. The ecological footprint measures the amount of biologically productive land and sea area which we need to live our everyday lives. It includes for example the production, transportation and storage of all the things we buy and the services we use. The calculated amount of land and water means the resources a human population consumes and also which absorb waste. Thus in fact it compares human demand with planet Earth s ecological capacity to regenerate. It can be calculated for individuals, communities, countries or the entire planet. In 2005, humanity s total ecological footprint was estimated at 1.3 planet Earths in other words, humanity uses ecological services 1.3 times as fast as Earth can renew them. 1. How does ecological footprint calculate our impact on planet Earth? 2. Do you think there is a difference between the ecological footprint of countries/continents? Why? 3. How can we reduce our ecological footprint? Make a list. 1.... 2.... 3.... 4.... 5.... 6.... PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 29 ANG11_TJ.indd 29 2009.11.05. 13:07:17

Try to consider the ecological backpack of products whenever you buy something. Take a look at the success stories you have read. Collect ideas for a project which could be done with your group! Calculate your ecological footprint. Use one of these websites: http://www.footprintnetwork.org http://footprint.wwf.org.uk/ http://www.ecologicalfootprint.org Vocabulary avoid doing sg. backpack calculate footprint generate indicate measure raw material resource reveal transport visible waste elkerülni vmit hátizsák kiszámol lábnyom termel jelez mér nyersanyag erőforrás felfed szállít látható elpocsékol 30 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 30 2009.11.05. 13:07:18

TOPIC 6: PROJECT PLANNING In this unit, we will plan our green project! EXERCISE 1. BRAINSTORMING Useful phrases: Let s + infinitive (Example: Let s make a green info point in the school.) Why don t we.. (Example: Why don t we clean up the park?) What about. (Example: What about reducing litter in the school?) Suppose (Example: Suppose we organise a green performance.) Suggest (Example: I suggest that we should watch a green film in the school.) a) What would be a good project for our group? List your ideas. 1.. 2.. 3.. 4.. 5.. b) List the ideas of the group members. 1.. 2.. 3.. 4.. 5.. 6.. 7.. 8.. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 31 ANG11_TJ.indd 31 2009.11.05. 13:07:18

My favourite idea:... The group s choice:... EXERCISE 2. MIND MAP Draw a mind map about the project. 32 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 32 2009.11.05. 13:07:18

EXERCISE 3. TASK SHEET Useful phrases: Could I.. (Example: Could I get the task of the internet researcher? ) I d prefer. (Example: I d prefer collecting information about global warming.) I would rather. (Example: I would rather paint the posters.) Fill the chart! Task number Who is responsible for the task? Task Co workers Deadline Notes PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 33 ANG11_TJ.indd 33 2009.11.05. 13:07:18

TOPIC 6: PROJECT EVALUATION In this unit, we will evaluate our green project! EXERCISE 1. PLUS DELTA Useful phrases: + I found the. very interesting. Our most important result was We can be very proud of. Our strengths lay in We. effectively the We were successful in Δ Next time we should / might / could.... need to be improved. Next time we should develop.. It would have been better if we. 34 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 34 2009.11.05. 13:07:18

Fill in the chart! + Good points of the project: Δ It could have been better:............................................................ PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 35 ANG11_TJ.indd 35 2009.11.05. 13:07:18

EXERCISE 2. EVALUATION Useful phrases: I think you (Example: I think you work hard during the preparation.) Your strengths..(your strengths were: patience, organising skills, asking questions, solving problems creatively.) Your weak points.(your weak points: keeping deadlines, messy handwrite, being bossy sometimes in group work.) I appreciate your.( Example: I appreciate your optimism.) I learnt from you how.( Example: I learnt from you how to organise and priories tasks.) I found your..( Example: I found your presenting style rather boring.) If I were you.( Example: If I were you I would ask the opinion of the group before changing plans.) Fill in the chart! Write down your opinion about the performance of the person named at the top. Evaluation sheet of.. My name My opinion about his/her performance during our project: 36 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 36 2009.11.05. 13:07:18

UNIT 2: HEALTHY LIVING TOPIC 1: NUTRIENTS In this unit, we will learn the names and definitions of nutrients and basic facts about nutrition. EXERCISE 1. REVISION OF RELEVANT VOCABULARY List names of dishes/food. Don t forget your favourites! Then share them with the class. Source:http://www.flickr.com/ 1.... 2.... 3.... 4.... 5.... 6.... 7.... 8.... 9.... 10.... PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 37 ANG11_TJ.indd 37 2009.11.05. 13:07:18

EXERCISE 2. BASIC FACTS ABOUT NUTRITION Read the following text. Then answer the questions below. When we do a physical activity, our body needs energy and the amount depends on the duration and type of activity we do. Energy is measured in Calories and we get it from our body stores or from the food we eat. Glycogen is the main source of fuel. If you have low glycogen stores, you will feel constantly tired, your performance will be lower and you will be more prone to injury and illness. 1. How much energy does our body need a day? 2. How does our body get energy? How do we measure it? 3. What is glycogen? Why is it important for us? 38 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 38 2009.11.05. 13:07:18

EXERCISE 3. THE NUTRIENT QUIZ Read the text then fill in the chart below. The first line is done for you. Nutrients Carefully planned nutrition must provide an energy balance and a nutrient balance. The nutrients are: Proteins essential to growth and repair of muscle and other body tissues Fats one source of energy and important for fat soluble vitamins Carbohydrates our main source of energy Minerals inorganic elements which are critical to normal functions of the body Vitamins important in many chemical processes in the body. There are fat and water soluble vitamins Water essential to normal body function as a vehicle for carrying other nutrients and because 60% of the human body is water Fibres the indigestible part of our diet essential to the health of the digestive system Fill in the chart below. The first line is done for you. Name of the nutrient Fact 1 Fact 2 Fact 3 water Essential to normal It is a vehicle for carrying 60% of our body body function other nutrients Essential to growth x x and repair of muscle and other body tissues Carbohydrates x x x Fats x There are fat and water soluble types x EXERCISE 4. DISHES AND NUTRIENTS Go back to your list of dishes in exercise 1 Try to write next to each one the nutrients it contains. List 10 more types of food. Write its nutrients next to it. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 39 ANG11_TJ.indd 39 2009.11.05. 13:07:18

Vocabulary amount be prone to calories carbohydrate constantly depend on digestive system duration essential fat fat soluble vitamins fibre glycogen growth indigestible injury inorganic measure mineral protein repair tissues mennyiség hajlamos valamire kalória szénhidrát folyamatosan függ valamitől emésztőrendszer időhossz alapvető fontosságú zsír zsírban oldódó vitaminok rost glikogén növekedés nem emészthető sérülés szervetlen mér ásványi anyag fehérje kijavítás szövet 40 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 40 2009.11.05. 13:07:18

TOPIC 2: JUNK FOOD In this unit, we will learn why junk food is unhealthy and what healthy food is. EXERCISE 1. JUNK FOOD TYPES Do you know what junk food is? Write down as many names as you can. Source:http://www.flickr.com/ 1. 2. 3. 4. 5. EXERCISE 2. WHAT IS JUNK FOOD? Read the text and answer the questions. Junk food is an informal term used for some unhealthy types of food which have too much salt, sugar, fat but low or no nutritional value which have nutritional value but also have ingredients considered unhealthy when regularly eaten, or those considered unhealthy to consume at all. Generally convenience foods or those in a ready to eat form are more likely to be considered junk food even though being such does not automatically mean that they are junk food. To avoid junk food, it is always a good idea to take a look at the list of ingredients and Nutrition Facts label found on packages. When reading the list of ingredients, look for sugar, fat or salt. 1. What are the 3 different types of junk food? PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 41 ANG11_TJ.indd 41 2009.11.05. 13:07:19

2. Why is junk food unhealthy? 3. Is every type of convenience food necessarily junk food? 4. How can you make sure that the food you are buying is not junk food? 42 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 42 2009.11.05. 13:07:19

EXERCISE 3. JUNK FOOD ADVERTISEMENTS Look at the photos. Describe what you see on each. Which one seems more realistic? Useful phrases: I think. In my opinion. There/it should/ ought to be.. Source: www.flickr.com..................... Collect more information about junk food on the Internet. Write what you have found. Try to check the nutrients of the food you eat and avoid junk food. This website will help: http://www.mypyramid.gov PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 43 ANG11_TJ.indd 43 2009.11.05. 13:07:19

Vocabulary convenience food ingredients make sure nutrition nutritional value félkész étel hozzávaló, alapanyag megbizonyosodik valami felől táplálkozás, táplálék tápérték 44 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 44 2009.11.05. 13:07:19

TOPIC 3: FRUIT TYPES In this unit, we will learn about fruit types and the positive effects of consuming them. EXERCISE 1. REVISION OF FRUIT NAMES List names of different types of fruit. You only have 2 minutes! Source: www.flickr.com 1.... 2.... 3.... 4.... 5.... 6.... 7.... 8.... 9.... 10.... 11.... 12.... 13.... 14.... 15.... How many names do you have?... PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 45 ANG11_TJ.indd 45 2009.11.05. 13:07:19

EXERCISE 2. WHAT IS SO HEALTHY IN FRUIT? Read the text and summarize the five reasons why fruit is healthy to eat. Eat (more) fruit! Why? Here are some reasons. First of all, 80% of fruit is water, just like in the human body, therefore it is healthy to eat. Also, it is rich in natural fibres. A diet with plenty of fibres helps against corpulence, high blood pressure, and other factors that increase the chance for a heart disease. The consumed amount of fibres may even be a more important factor than the amount of fat that is consumed by people! The American Heart Association advises to consume five to nine portions of fresh fruits or vegetables a day. Fruit also stimulates the memory, it is called a brain fuel. If you consume fruit, your brain can recall information faster and more easily. So don t forget to eat plenty of fruit when you are preparing for an exam! Fruit makes you feel better.there are people with depression who got out of their illness with the regular consumption of substantial amounts of fresh fruit. Eating plenty of fruit can have a mysterious healing effect on human beings. You can also choose to drink a lot of freshly squeezed fruit on a regular basis but you have to do it for 30 days to start noticing the effects. Don t forget to drink these 20 minutes before the consumption of other meals. This way the fruit will not ferment in the stomach and the nutritious elements can be absorbed by the blood effectively. And last, but not least, fruit doesn t have to be killed before you can eat it. The fruits are just hanging there waiting to be picked by you! When you see a piece of fruit hanging from a tree that tree is telling you something: Eat my fruits and help me spread my seeds. That s how nature works. Humans eat vegetables and fruits and consequently help the plants to spread. Reasons: 1. 2. 3. 4. 5. EXERCISE 3. INTERESTING FRUITS Chose one of the following 3 texts about different types of fruit. Read it and then make a summary about it to tell the class. Don t mention the name the others will have to find it out. TEXT 1. Widely known as the king of fruits, the durian has a large size, a unique smell and a strange thorny husk. The fruit can be as large as 30 centimetres long and 15 centimetres in diameter, and it is normally one to three kilograms. Its shape is oval or round, the colour of its husk ranges from green to brown, and its flesh pale yellow to red, depending on the species. 46 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 46 2009.11.05. 13:07:19

The edible flesh has a distinctive odour, strong and penetrating even when the husk is not opened. The smell evokes reactions from deep appreciation to intense disgust. This fact has led to the fruit s banishment from certain hotels and public transportation in south east Asia. The durian comes from Indonesia and Malaysia, and is known to the Western world for about 600 years. The seeds can also be eaten when cooked. Source: www.wikipedia.org TEXT 2. The carambola, or starfruit grows in parts of Asia. Malaysia is the global leader in starfruit production by volume, and ships the product all over Asia and Europe. They are also grown in the United States in tropical and semi tropical areas, including Florida, Puerto Rico and Hawaii. Carambolas are best consumed when ripe, when they are yellow with a light shade of green. An overripe fruit will be yellow with brown spots. Slices cut from it have the shape of a star. The fruit and its waxy skin is entirely edible. It is moderately sweet without being extremely juicy. The taste is difficult to compare, but it seems to be a mix of papaya, orange and grapefruit all at once. Star fruit is rich in antioxidants and vitamin C, and low in sugar, sodium and acid. Source: www.wikipedia.org TEXT 3. The lychee grows in a medium sized evergreen tree. It is a tropical fruit primarily found in China, India, Madagascar, Nepal, Bangladesh, Pakistan, Taiwan, northern Vietnam, Indonesia, Thailand, the Philippines, Southern Africa and Mexico. It is a fragranced fruit with a sweet taste. The fruit is a strange looking 3 cm bowl. The outside is covered by a pink red, coarse rind that is inedible but can be easily removed. The inside consists of a layer of sweet, translucent white flesh, rich in vitamin C, with a texture somewhat similar to that of a grape only much less moist. The centre contains a nut like seed which should not be eaten PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 47 ANG11_TJ.indd 47 2010.08.10. 11:02:49

Source: www.wikipedia.org My summary Find information about your favourite fruit. Prepare a short presentation about it to tell the class. How much fruit do you eat a day? Do you eat enough? Think of what fruit types you could eat more. 48 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 48 2009.11.05. 13:07:19

Vocabulary absorb appreciation banishment blood pressure coarse consumption corpulence disgust distinctive edible evoke ferment flesh fragranced freshly squeezed healing heart disease husk intense nutritious on a regular basis overripe penetrating rind strange looking substantial thorny translucent waxy felszív, elnyel elismerés, megbecsülés, értékelés kitiltás vérnyomás rücskös fogyasztás kövérség undor jellegzetes ehető kivált erjed hús kellemes illatú frissen facsart gyógyító szívbetegség héj, burok intenzív tápláló rendszeresen túlérett penetráns héj, kéreg furcsa kinézetű jelentős tövises, tüskés áttetsző viaszos PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 49 ANG11_TJ.indd 49 2009.11.05. 13:07:20

topic 4: Intensive and extensive farming In this unit, we will learn about the advantages and disadvantages of intensive and extensive farming. Exercise 1. Intensive and extensive farming 1. Take a look at the pictures. What do you see on each? What are the basic differences? Source:http://www.flickr.com/ Exercise 2. Intensive and extensive farming 2. Read the text, then fill in the chart about basic differences between intensive and extensive farming. Intensive farming or intensive agriculture is an agricultural production system characterized by the high inputs of capital, labour, or heavy usage of technologies such as pesticides and chemical fertilizers relative to land area. This is in contrast to many forms of sustainable agriculture such as organic or extensive farming, which involve a relatively low input of materials and labour, relative to the area of land farmed, and which focus on maintaining long term ecological health of farmland, so that it can be farmed indefinitely. Source: www.wikipedia.org. Intensive farming Extensive farming 50 angol nyelv tanulói jegyzet 11. évfolyam ang11_tj.indd 50 2010.08.10. 11:02:36

EXERCISE 3. ADVANTAGES AND DISADVANTAGES Now listen to the presentation and make a list of advantages and disadvantages of both farming methods. Intensive farming advantages disadvantages Extensive farming advantages disadvantages Try to check where the fruit / vegetable you buy or eat come from: intensive, or extensive farming. If the store where you do the shopping has a website, take a look at it. Find information about: 1. an organic farm, 2. where to buy organic products and write a short composition about it. PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 51 ANG11_TJ.indd 51 2009.11.05. 13:07:20

Vocabulary agricultural product agriculture alter capital characterize crop debate erode fertilizer input intervention labour livestock natural conditions organic farm(ing) pesticide poultry productivity relative to x relatively sustainable agriculture tug of war yield mezőgazdasági termék mezőgazdaság megváltoztat tőke jellemez termény vita erodál, elhord műtrágya ráfordítás közbeavatkozás munka haszonállat, állatállomány természetes körülmények ökogazdaság, ökogazdálkodás növényvédő szer szárnyas termelékenység x hez mérten viszonylag, viszonylagosan fenntartható mezőgazdaság kötélhúzás hozam, terméshozam 52 ANGOL NYELV TANULÓI JEGYZET 11. ÉVFOLYAM ANG11_TJ.indd 52 2009.11.05. 13:07:20

TOPIC 5: BEING AN ENVIRO CONSCIOUS CUSTOMER In this unit, we will learn what enviro conscious consumption and shopping means. Check what e numbers mean. This website will help: http://www.eatwell.gov.uk (go to food labels, then understanding E numbers ) EXERCISE 1. FOOD LABELS Do you remember the names of nutrients? Take a careful look at the food label below. Then answer the questions. Sample label for Macaroni & Cheese PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 53 ANG11_TJ.indd 53 2009.11.05. 13:07:20

1. If I eat two cups of this food, what is the amount of the total carbohydrates I consume? 2. How much is this of my daily value? 3. What nutrients should be limited? 4. What is the amount of vitamin B in this product? 5. What does the footnote tell us? Exercise 2. Safe food Read one of the texts and make a summary to tell the rest of the class. TEXT A Ingredients, including additives, are listed in descending order of weight at the time they were used to make the food. If flavourings are used, the label must say so. This information, the manufacturer s name and address, a datemark, instructions for safe storage and the weight of the product will also be on the label. If a food additive has an E number this shows it has passed safety tests and can be used in the European Union. This approval is regularly monitored and new scientific data is considered. Most food additives must be included either by name or by an E number in the ingredient list. The ingredient list also tells you what job an additive does, such as adding colour or acting as a preservative. 54 angol nyelv tanulói jegyzet 11. évfolyam ang11_tj.indd 54 2010.08.10. 11:02:24

My summary Include the following: How are ingredients listed on labels? What other information do we find of food packages? What ingredients are E numbers? What do they show? What other information can we find about additives? TEXT B When you see the Red Tractor logo, it means the food s been overseen by Assured Food Standards. This means it had to meet certain standards when it was made. These cover mostly food safety, animal welfare and the environment. Many schemes use the Red Tractor logo, and food which meets its standards is almost always produced in Britain, but could occasionally come from other countries if those foods meet the standards. If you want to check whether the food you re buying has been grown, processed and packed in the UK you need to look for a Union flag. Source: http://www.eatwell.gov.uk PETRIK TISZK TÁMOP-2.2.3-07/1-2F-2008-0011 55 ANG11_TJ.indd 55 2009.11.05. 13:07:20