Unit 9 CLIMATE CHANGE

9A Reading
1. What is climate change?
2. What cause climate change?
3. What are the effects of climate change?
4. What are we doing about it?
Read the passage.
A. Climate change is
simply: change in
climate. What we should
understand here is that
climate as used in the
title of this lesson refers
not to the climate of any
particular country or
part of the world. It
refers to the entire climate of this earth of ours. It means the climate of the whole
world is changing. To be specific, the average temperature of the earth is rising,
slowly and steadily. And our earth is getting warmer and warmer from year to
year. This phenomenon, or happening, is called global warming.
B. Climatologists, scientists who carry out scientific studies of general weather
conditions, say that greenhouse gases (carbon dioxide CO2 , methane /ˈmiːθeɪn/
CH4 , nitrous oxide/ˌnaɪtrəs ˈɒksaɪd/N2O, ozone O3 , fluorinated compounds, and
 water vapour H2O) in our earth’s atmosphere act as a blanket and have kept our
earth constantly warm enough for over four billion years for living things to be
able to live. Without these gases as a blanket, the temperature of the earth would
be 33oC cooler than we can stand, and most living things would not be able to
survive.
C. Today, climatologists agree that carbon dioxide levels in the atmosphere have
gradually risen. So have the levels of other greenhouse gases. As a result, the
temperature of the earth’s atmosphere, its oceans and landmasses is increasing
day by day.

D. Now, what is making this global temperature rise? Who is responsible for it?
Frankly speaking, we are
responsible for it. Since the
advent of the Industrial
Revolution in the 1700s, we have
been burning fossil fuels such as
coal, oil, and natural gas to
produce energy to run our cars,
trains, ships, planes and many
other energy-consuming
inventions. The more fuels we
burn, the higher the carbon
dioxide level in the atmosphere,
and the warmer the earth gets.
E. In addition, we cut down many trees, forgetting or not caring that trees use
carbon dioxide in the air to manufacture food, and thereby keep the level of
carbon dioxide in the atmosphere at a safe level for all. With fewer and fewer
trees, not only does the level of carbon dioxide in the atmosphere rise, but there is
increasing soil erosion, which in turn leads to loss of vegetation.
F. Then, with the rise in the temperature of the atmosphere, there
is a relative rise in the temperature of oceans. This in turn causes more
and more glaciers and sea
ice to melt, which in turn
causes sea levels to rise,
flooding many coastal
regions leading to loss of
property and life. Then there
are the El Niño /ˌel ˈniːnjəʊ/
and La Niña /lɑː ˈniːnjə/,
warm and cold currents
respectively of the South
Pacific Ocean, that bring
about severe changes in the
climatic pattern resulting in
changes in temperature,
snow, and track and intensity of storms.
G. All of those are undesirable results of the increase in the temperature of the
earth. What are we doing to prevent the temperature from rising higher or to stop
it completely? What should we do? Many governments of the world are taking all
possible measures to reduce emission of carbon dioxide , and to devise feasible
ways to utilize solar power, wind power and thermal power instead of burning
fossil fuels. As responsible citizens, we ourselves should stop using fossil fuels,
plant more trees, and do our utmost to keep our plant earth green and clean.
climate/ˈklaɪmət/(n)= the regular pattern of weather conditions of a particular place
entire/ɪnˈtaɪə(r)/(adj)= including everything, everyone or every part (SYN: whole )
specific/spəˈsɪfɪk/ (adj) = detailed and exact (SYM: precise )( )
steadily/ˈstedəli/ ( adv ) =gradually and in an even and regular way ( )
phenomenon/fəˈnɒmɪnən/(n) = a fact or an event in nature or society, especially one
that is not fully understood ( )
global warming/ˌɡləʊbl ˈwɔːmɪŋ/ (n) = the increase in temperature of the earth’s
atmosphere that is caused by the increase of particular gases, especially carbon dioxide
climatologist /ˌklaɪməˈtɒlədʒist/ (n) =an expert in the scientific study of climatecarry
out
fluorine ( noun )/ˈflɔːriːn/, /ˈflʊəriːn/
blanket /ˈblæŋkɪt/ (n) = a large cover, often made of wool, used especially on beds to
keep people warm
constantly/ˈkɒnstəntli/ (adv) = all the time; repeatedly ( )
survive (v) /səˈvaɪv/ = [intransitive] to continue to live or exist
atmosphere/ˈætməsfɪə(r)/ (n) = the mixture of gases that surrounds the earth
gradually/ˈɡrædʒuəli/ (adv)= slowly, over a long period of time
land mass/ˈlænd mæs/ (n) = a large area of land, for example a continent
responsible/rɪˈspɒnsəbl/(adj)= having the job or duty of doing something or taking care
of somebody/something, so that you may be blamed if something goes wrong ( )
frankly/ˈfræŋkli/(adv) speaking =used to show that you are being honest about
something, even though people might not like what you are
saying( )
advent/ˈædvent/ (n) =(the advent of something/somebody) the coming of an important
event, person, invention, etc. ( )
Industrial/ɪnˈdʌstriəl/ Revolution/ˌrevəˈluːʃn/ =
fossil fuels/ˈfɒsl fjuːəl/(n) = fuel such as coal or oil, that was formed over millions of
years from the parts of dead animals or plants ( )
natural gas/ˌnætʃrəl ˈɡæs/(n) = gas that is found under the ground or the sea and that
is used as a fuel ( )
energy-consuming/kənˈsjuːmɪŋ/ inventions =
manufacture /ˌmænjuˈfæktʃə(r)/(v) = to produce a substance
thereby /ˌðeəˈbaɪ/(adv) = used to introduce the result of the action or situation
mentioned
soil erosion /ɪˈrəʊʒn/(n) = the process by which the surface of something is gradually
destroyed through the action of wind, rain, etc. ( )
in turn = one after the other in a particular order
lead to sth (ph-v) =
loss /lɒs/ (n) = the state of no longer having something or as much of something; the
process that leads to this ( )
El Niño /ˌel ˈniːnjəʊ/(n) = a set of changes in the weather system near the coast of
northern Peru and Ecuador that happens every few years, causing the surface of the
Pacific Ocean there to become warmer and having severe effects on the weather in
many parts of the worl
La Niña (n)/lɑː ˈniːnjə/ = the cooling of the water in the central and eastern Pacific
Ocean that happens every few years and that affects the weather in many parts of the
world
glaciers /ˈɡlæsiə(r)/ (n) = a slow-moving mass or river of ice, formed from snow on
mountains or near the North Pole or South Pole
relative /ˈrelətɪv/(adj) = comparative
flooding /ˈflʌdɪŋ/(n) = large amounts of water covering an area that is usually dry; the
fact of this happening
melt /melt/ (v) = to become or make something become liquid as a result of heating
coastal /ˈkəʊstl/ regions = of or near a coast
property /ˈprɒpəti/ (n) = a thing or things that are owned by somebody; a possession or
possessions
current /ˈkʌrənt/(n) = the movement of water in the sea or a river; the movement of air
in a particular direction
respectively /rɪˈspektɪvli/(adv) = in the same order as the people or things already
mentioned
ocean /ˈəʊʃn/
severe /sɪˈvɪə(r)/(n) = extremely bad or serious
result /rɪˈzʌlt/(n) in something = to make something happen
track /træk/(n) = the path or direction that somebody/something is moving in
intensity /ɪnˈtensəti/(n) = the state or quality of being intense
storm /stɔːm/ (n) = very bad weather with strong winds and rain, and often thunder and
lightning
climatic /klaɪˈmætɪk/(adj) = connected with the climate of a particular area
undesirable(adj) /ˌʌndɪˈzaɪərəbl/(adj) = not wanted or approved of; likely to cause
trouble or problems
prevent /prɪˈvent/ (v) = to stop somebody from doing something; to stop something
from happening
completely /kəmˈpliːtli/ (adv) = totally
government /ˈɡʌvənmənt/ (n)
possible /ˈpɒsəbl/ (adj) = that can be done or achieved
measure /ˈmeʒə(r)/ (n) = an official action that is done in order to achieve a particular
aim
reduce /rɪˈdjuːs/ (v) = to make something less or smaller in size, quantity, price, etc.; to
become less or smaller in size, quantity, etc. ( )
emission /ɪˈmɪʃn/ (n) = the production or sending out of light, heat, gas, etc.
devise /dɪˈvaɪz/ (v) = to invent something new or a new way of doing something
feasible /ˈfiːzəbl/(adj) = practicable ( )
utilize /ˈjuːtəlaɪz/ (v) = to use something, especially for a practical purpose
solar power /ˌsəʊlə ˈpaʊə(r)/ (n) = energy obtained from the light and heat from the
sun, used to produce electricity
thermal /ˈθɜːml/ (adj) = connected with heat
utmost /ˈʌtməʊst/(n) = the greatest amount possible( )
Comprehension
A. Which paragraph ( A – G ) best answer each question ( 1 – 7 ) below?
1. What causes climate change?
2. Can climate change be prevented?
3. What is climate change?
4. What happens when the temperature rises?
5. How do greenhouse gases function?
6. Why are trees important?
7. What is the current situation of the earth?
B. Fill each blank with an appropriate phrase or clause.
1. Global warming means the earth ______.
2. Living things are able to live because ______ blanket the earth and have kept it
constantly warm.
3. The temperature of the earth’s atmosphere, its oceans and landmasses has risen
because CO2 levels in the atmosphere _______.
4. The energy we need to run cars, trains, ships and planes comes from ______.
5. An increase in soil erosion can lead to ______.
6. Severe change in the climate pattern are caused by ______ in the South Pacific
Ocean.
7. We should use solar power, wind power and thermal power to ______.
C. Answer the following questions in complete sentences.
1. What does “It” in line 6 refer to?
2. What do climatologists study?
3. Why is the earth’s atmosphere compared to a blanket?
4. What happens when the level of greenhouse gases rises?
5. What does “its” in line 22 refer to?
6. What does “which” in line 31 refer to?
7. What are the El Niño and La Niña?
8. What should we do to prevent the rise in the earth’s temperature or to stop it
completely?
9. What will you do to help prevent climate change?
9B Vocabulary
Expressions Related to Climate Change.
Put the expressions below in the correct boxes. An example is given for each.

 burning fossil fuels  loss of property and life  soil erosion

 cutting down trees  loss of vegetation  emission of carbon
 stop using fossil fuels  occurrence of El Niño dioxide
 floods and La Niña  weather patterns
 glaciers and sea ice  planting more trees change severely
melt  reducing emission of  utilizing solar power,
 storms carbon dioxide wind power, etc.

Causes
 burning fossil Effects
Climate
fuels  floods
change

Ways to prevent it
 reducing emission of carbon dioxide
9C Grammar
The Future Tense
 The future tense [ will + V-ing ] is used to speak or write about:
 what we think or believe will happen.
o You will fail if you do not study.
o He will tell you when he gets here.
o What will happen when it is too hot?
 decision made at the present time.
o The room is stuffy. I will turn on the fan.
o I’m hungry. I will make myself a sandwich or two.
o I don’t want to see him. So I won’t come to the party tomorrow.
A. Complete each sentence, using the future tense with an appropriate phrase below.
bring me a nice present see the dentist
close the window miss the train
take swimming lessons not take long
throw a big party stand first
enjoy the delightful view buy some bread
1. mother has a severe toothache; she ______ .
2. father has gone to Paris to attend a conference. I think he ______ when he
comes back.
3. Nyo Nyo will get a long holiday this summer; she ______ .
4. Kyaw Lwin will be fifteen on 27th October; he ______ on that day.
5. Hurry up please. Otherwise we ______ .
6. He studies very hard. I think he ______ in the final examination.
7. It’s cold in here; I ______.
8. If I have time, I ______ on my way home.
9. Please wait for a few minutes; I ______.
10. Let’s stop here for a while. We ______ over the valley.
Conditional clauses
 A conditional clause is a type of subordinate clause ( ), most commonly
introduced by the conjunction if or unless.
o If I study hard, I will pass the exam.

conditional clause main clause

o I will pass the exam if I study hard.
Study the form of conditional clauses.

If-clause Main clause Examples

Type 1 Simple Future Simple o If he is late, we will have to go
( ) present without him.
o Unless it rains, the plants will
die.
Type 2 Simple Future o If I were you, I would study more.
( ) past Conditional
Type 3 Past Future Perfect o If you had warned me, I would
( ) perfect not have told your father about
that party.

B. Supply the correct form of the verbs in brackets.

1. If the temperature falls below zero, water ( freeze ).
2. If you visit Scotland, you (see) Edinburgh Castle.
3. Unless you sleep well at night, you ( not, feel ) good the next morning.
4. He ( lend ) her the money if she had asked for it from him.
5. You wouldn’t have fallen unless there ( not be ) a banana skin on the ground.
6. If you get there early enough, you ( have ) a chance to choose the seats you
want.
7. If you ate too much, you ( gain) weight.
8. If everyone ( work ) faster, we could finish our work in time.
9. Unless the sales ( increase ), we’d have to close the shop.
10. If his parents ( not, support) him, he would have had to find a part-time job.
9 E Writing
Expository Writing
An expository writing is an argument which can offer two opposing
perspectives( / ). The writer needs to establish his opinion on
a topic and persuade his opinion by exploring the reasons why each view may or may
not be valid ( ). The writer usually maintains a calm
and neutral stand( / ) throughout the text( )
to establish an unbiased( ) and informative( )
argument.
Steps in writing an expository essay
1. Define your topic
 Before you begin your essay you need to define what the topic is. Expository
essay topics can be about anything, but they are primarily( ) used
to argue ideas about controversial( ) topics like climate change or
controlling diseases. You should decide which side you are supporting.
2. Outline ( )
 A well-structured expository essay requires a well-structured outline. The outline
includes:
Introduction : clearly states the topic and explain why it is important.
Body : contains the arguments and logic ( ) for
both sides.
Conclusion : establishes your personal stand on the arguments.

Write an expository essay on “Public transportation is better than private transportation

for the environment” , using the prompts given below:
 solve air pollution and noise pollution problems
 save energy
 slow down the process of climate change
 reduce traffic jam
 reach our destination faster
 meet new people on our journey