PARAGRAPH ONE:
1. |
dump large |
a. |
it is shocking |
2. |
The go- |
b. |
into the reef's waters |
3. |
Environmentalists are up |
c. |
amounts of sludge |
4. |
the world's largest and |
d. |
top of any coral |
5. |
They say |
e. |
ahead to the dumping |
6. |
such an important marine |
f. |
most famous coral reef |
7. |
3 million cubic meters of mud will be poured |
g. |
in arms |
8. |
it will not be dumped on |
h. |
environment |
MY e-BOOK
PARAGRAPH TWO:
1. |
It stretches |
a. |
of fishing and tourism |
2. |
covering around 344,400 |
b. |
protection |
3. |
It gets special |
c. |
marine life |
4. |
limit the impact |
d. |
blow |
5. |
bleaching and |
e. |
for 2,600km |
6. |
one more body |
f. |
who cares about its future |
7. |
…which further threatens |
g. |
killing the coral |
8. |
a sad day for the reef and anyone |
h. |
square kilometres |
Australia has approved a plan to (1) ___________________ of sludge in the Great Barrier Reef. The mud will come (2) ___________________ of a coal port on the coast near the reef. The go-ahead to the dumping was given by Australia's Environment Minister. Environmentalists (3) ___________________ about the possible damage to the world's largest and most famous coral reef. They say (4) ___________________ profits are being put ahead of such an important (5) ___________________. About 3 million cubic meters of mud will be poured into the reef's waters. Authorities say it will not be (6) ___________________ any coral.
The reef is the world's largest (7) ___________________. It stretches for 2,600km, covering around 344,400 square kilometres. It gets special protection from Australia's government (8) ___________________ of fishing and tourism. Climate change is damaging (9) ___________________ and killing the coral. The reef creates $3 (10) ___________________ revenue. Greenpeace said the dumping, "is (11) ___________________…which further threatens marine life, its World Heritage status and Australia's tourism and fishing". The WWF said it was, "(12) ___________________ and anyone who cares about its future".
Write five GOOD questions about the oceans in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
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STUDENT 1
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STUDENT 2
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STUDENT 3
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Q.1.
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Q.2.
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Q.3.
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Q.4.
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Q.5.
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- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
Student A: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
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Student B: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
Write about the ocean for 10 minutes. Comment on your partner's paper.
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