HARAMBEE UNIVERSITY

FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

Unit III
Environmental Protection
Unit three has a reading passage about environmental challenges. There is also a supplementary reading for this
Unit at the end of the Module. The grammar focuses on modal verbs.
Objectives of the unit
At the end of the unit, you are expected to:
 become aware of the environmental problems and how they can be resolved;
 determine to participate in environmental protection;
 develop their speaking, listening, reading and writing abilities; and
 Understand and employ modal verbs in academic discussions and academic writing.
Activity 3.1:
Pre-reading questions
1.What are the different environmental challenges currently facing the world?
____________________________________________________________________________________________
________________________________________________________________________________________
2. What are the common natural and man-made environmental disasters that recurrently occur in Ethiopia?
____________________________________________________________________________________________
____________________________________________________________________________________________
3. What are the effects of natural and man-made disasters?
____________________________________________________________________________________________
____________________________________________________________________________________________
4. What measures do you think the government and the people should take to solve the environmental challenges
in Ethiopia?
____________________________________________________________________________________________
____________________________________________________________________________________________
5. What do you think you can do to protect deforestation in Ethiopia?
____________________________________________________________________________________________
____________________________________________________________________________________________
‘’Now, read the passage below. While you are reading, you will find in-text activities that will help you develop
your note-making ability, select salient points from your reading and predict concerning the next parts in the
reading. The discussion of the activities and the summary writing will help you develop your English language
proficiency in speaking and writing’’.

Environmental Challenges
A river ran through it
The River Murray used to be compared to America's Mississippi. During the 19th century, paddle steamers were a
familiar sight along its lazy green-grey currents, ferrying goods from town to town. Covering an area of more than
one million km2, the Murray basin carries water from the tropical north in Queensland to the Darling River, and
from the Murray's source in the Snowy Mountains to the outskirts of Adelaide, 1,500 miles downstream.
Nearly 60 years ago, the Snowy Hydro scheme was opened. The scheme promised to provide a reliable supply of
water to the Murray. The dry, fertile country to the west was transformed into dairy pastures, orchards and lush rice
fields. Years of over-allocation for irrigation, as well as drought, has resulted in a pitifully low stream level. In

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

June 2006, the catchment area received an inflow of 700 gigalitres. A year later, it had plummeted to 300
gigalitres. (One gigalitre is 1,000,000,000 litres.)

Activity 3.2
Instruction: Answer the following questions based on the paragraphs you have just read.
1. What is the central idea of the paragraphs above?
____________________________________________________________________________________________
___________________________________________________________________________________________

2.What is the cause for Murray’s water level reduction?

Some people question whether climate change is the cause. Louise and Andrew Burge are farmers but they refute
evidence that the current drought is driven by climate change. They showed me a series of old photographs
showing the Murray in drier conditions than now. 'Global warming represents a herd mentality with a herd
mentality for the solutions,' she said.
According to a UN report, per capita, Australia's emissions of greenhouse gases are among the highest in the
world. As the drought bites, the conflict between farmers, traditionally portrayed as rampant land-clearers, and
environmentalists, is brought to the fore. In reality, while all the farmers I spoke to were global warming sceptics,
they were passionate conservationists. Many farmers argue that the current drought is very similar to that of the
1890s and 1940s.
Nonetheless, the effect on rural towns all along the Murray is acute. Figures from the Reserve Bank reveal that
rural debt has doubled from £10bn in 1999 to £20bn in 2005. In Deniliquin, 20 minutes from the Burges' farm, the
wide streets are eerily quiet. That evening, in the empty Federal Hotel, I meet Wayne Cockayne, a 44-year-old
whose eyes stare into the mid-distance.
'This town's gone backward,' he says, taking a sip on a Diet Coke. 'In 1979, when I left school, the town was
prospering. Now farmers' children are leaving the land.'
For the past four years, Cockayne hasn't made a cent from the cereals on his 3,000-acre property 20 miles south of
Deniliquin. This year he had to pay for water to be trucked in to flush his toilet. He grits his teeth. 'I know about
depression,' he goes on. 'I locked myself in at home for four days. Then I got in the family car and drove into town.
A friend found me slumped over the steering wheel crying. I never thought I'd be a person who would suffer from
it.'
'In the first seven years, I had, on average, two people a year from the farming community who presented with
depression,' Dr Harry von Rensburg tells me in his surgery in Barham, 60 miles west of Deniliquin. This year he is
'actively managing' more than 120 farmers, including some of the most high-profile landowners in the district. A
psychologist comes once a week and has back-to-back appointments. 'If we could get her twice a week we would
fill that.' A national mental health report stated that one farmer commits suicide in Australia every four days. I ask
Dr Von Rensburg whether this figure is accurate.
Absolutely. In the past three years there have been eight suicide attempts here. A handful is on suicide watch - their
spouses or children have taken control of firearms.' He leans back in his big black chair. 'Shooting is the most
favored method; second is hanging.' Von Rensburg puts this dramatic increase down to the drought's longevity and

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

the uncertainty it brings. 'People are asking themselves, will this be ongoing? Are we going to see our landscape
change? Will we survive?'
Neil Eagle is another farmer who questions climate change. He is the grand old man of orchard farming in the
region, a sprightly 73-year-old with large, dirt-encrusted hands and a deep, rumbling voice. He refuses to be
beaten. Eagle's family has been living around Eagle Creek since 1870. 'As far as temperature changes go, in the
Forties and Fifties it was definitely hotter than it is now,' he says. 'I don't agree with the doom and gloom
merchants that the sea is going to rise.' He gives a wry smile. 'It's become nearly a religion, this idea of global
warming.'
Activity 3.3
Instruction: Make notes on the above paragraphs and:
a) discuss the main ideas of each paragraph in your group,
b) write a summary of the ideas in three or four sentences.

But some 300 miles west of Eagle Creek, in South Australia, Anne Jensen is witnessing a collapse of entire
ecosystems on the floodplains. In the Nineties, one local from Kingston-onMurray described this as a 'garden of
Eden' for river red gums, some 400 years old. Today it resembles a graveyard. Jensen sees the 'hundreds of
thousands of trees' dying in the Lower Murray as 'a combined effect of a man-made drought in the river system,
together with the severe natural drought which is proving to be the last straw'.
The twisted, ashen-grey branches of the black box eucalyptus and river gums are stark indicators of the region's
deteriorating health. These hardy trees require natural flooding to survive. They have done without a decent drink
for over a decade. 'If we got a flood in the next two to three years we could save the river, but only with enormous
amounts of rain.'
A mile from Kingston is Banrock Station. More famous for its crisp white wines than its pioneering conservation
strategies, this vineyard pumps profits back into restoring the local wetlands. It has had considerable success, but
due to the minimal amount of water in the Murray allocated for the environment, and the rising salinity, they can
only achieve so much. What has struck me is that if temperatures continue to rise globally, as predicted, what is
happening now in Australia will occur in other regions where countries share one river system - the Euphrates in
the Middle East, the Mekong in Asia. The World Bank estimates that by 2025, about 48 countries will experience
water shortages, affecting more than 1.4bn people, the majority in under-developed regions. Here in Australia, at
least the economy is robust and competing groups whose livelihoods depend on the dwindling flow of the Murray
can sit down and talk. Where rivers cross borders, it won't be a case of negotiating and compromise - it will be war.
The future of many Australian farmers hangs in the balance. Last year the drought whittled 1% off the national
economy, and this year reduced the available annual milk supply by more than a billion litres. During Australia's
winter, the blistering summer is still several months away. But Professor Mike Young warns that already 'Adelaide
is in a very frightening situation. If it doesn't rain and the dams don't fill, there isn't enough water in the system to
supply the city.'

Activity 3.5
Instruction:
1. Write a conclusion of your own in a very short paragraph
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

____________________________________________________________
Activity 3: 6
Instruction: Answer the following questions based on the information in the passage. Do the activity in groups.
1.What was observed on the Murray River?
____________________________________________________________________________________________
______________________________________________________________________________________
2. What's a gigalitre?
____________________________________________________________________________________________
______________________________________________________________________________________
3. What two groups are in conflict?
____________________________________________________________________________________________
_________________________________________________________________________________________
4.What has happened to farmer debt?
____________________________________________________________________________________________
____________________________________________________________________________________________
5. What evidence has the Burge family got against climate change?
____________________________________________________________________________________________
____________________________________________________________________________________________
6. Why is Wayne Cockayne unhappy?
____________________________________________________________________________________________
____________________________________________________________________________________________
7. Someone described Murray as a 'garden of Eden' and a ‘graveyard’. Why is that so?
____________________________________________________________________________________________
____________________________________________________________________________________________
Instruction: Find out words from the passage that mean the words and phrases below.
1) changed completely ___________________________________________________________________
2) fell very dramatically __________________________________________________________________
3) reject _______________________________________________________________________________
4) uncontrolled ___________________________________________________________________________
5) very serious ___________________________________________________________________________
6) strangely and worryingly _________________________________________________________________
Part II Grammar: Modal Verbs
The grammar part in this Unit is about modal verbs. What are modal verbs? What are the purposes of using them?
Which of the following verbs do you know? What are their functions?
can, could, may, might, must, shall, should, ought to, will, would

These verbs are auxiliary verbs that provide additional and specific meaning to main verbs in sentences. Do the
following activities based on your previous knowledge on modal verbs. I will give you a brief note for you to recall
your past lessons in the middle of the grammar section. When you do the activities, please do them in groups
because you can share ideas and learn more about the verbs.

Activity 3.8:

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

Instruction: Match the two columns to identify the use of each modal verb.
No Statement Uses
1 Zeberga should call Almaz soon after their first date. a. obligation
2 Almaz should be happy to get his call. b. possibility
3 Zeberga calls but she doesn’t pick up, she must be working. c. low probability
4 No problem, he can call her back later. d. rational probability
5 Later he tells her they could go out to dinner again. e. certainty
6 She says she may be available Friday. f. polite request
7 Zeberga asks if he can call her back Friday morning. g. permission
8 She says she could be in a meeting, the afternoon is better. h. advice
9 Friday afternoon, Zeberga asks: May I pick you up at 6 pm? i. capacity
10 He must be on time to make a good impression. j. suggestion
Answers
1. ---------------- 2. ------------------ 3. --------------- 4. ---------------5. _____________
6. ------------- 7. ------------------- 8. -------------- 9. -------------- 10. _____________
Activity 3.9:
Instruction: Match each statement to a sentence with the same meaning.
No Statement Meaning
1 Tinsae must write a report tomorrow. a. She needs to help him, or the report will not be finished on
time.
2 Tinsae couldn’t write it yesterday. b. Rahel’s boss says she is allowed to help Jack.
3 Rahel says she can help him tomorrow. c. Tinsae will have to write a report tomorrow.
4 She has to help him, or the report will d. Rahel says she will be able to help him tomorrow.
not be finished on time.
5 Rahel’s boss says she may help Jack. e. Tinsae wasn’t able to write it yesterday.
Answers
1.__________2.______________3.________________4.___________5.______________
Activity 3.10:
Instruction: Complete each of the spaces in the text below by using a phrase from the following list.

 may have landed  might have done

Easter Island
Easter Island, 3,000 km off the coast of Chile in the Pacific Ocean is very far from land. Today, it is a small island
with few people or trees, but at one time a lot of people lived there. Scientists believe that the original inhabitants
_____________________________________ by accident. Around 100 people _______________________on the
western coast of the island. But then the number of inhabitants increased too quickly. Scientists agree that the
inhabitants _________________ _________________ on the island and finally all died. The Easter Island statues

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

are famous, but nobody knows why they are there or why there are so many. The statues _____________________
or Easter Island __________________________ of a much bigger island. The statues are very large and heavy, so
they ________________________ to move. Scientists still do not know how the inhabitants.
_________________________.
Notes on Modal verbs and their functions
Modal verbs are those helping verbs, which express the ‘mode’ or ‘manner’ of the actions indicated by the main
verbs. They express modes such as ability, possibility, probability, permission, obligation, etc.
The most commonly used modal verbs s are shall, should, will, would, can, could, may, might, must, ought to,
used to, need and dare. Modal verbs are used to:
 Ask permission—----- may, can, could
Examples: May I come in? Could I use your pen, please?
 Make a request—--------- can, could
Example: Could you please give me the doctor’s telephone number?
 Express a possibility—may, might, could
Example: It might rain during the night.
 Give advice or suggestion—--------- should
Example: You should wear a helmet while riding your motorbike.
Express necessity or compulsion—----------- must, have to
 Examples: We must slow down while driving in front of a school. I have to submit my project by tomorrow.
Express prohibition
 Example: You must not talk loudly in the library.
Express a promise or intention—---------- will, shall
 Example: I will mail you my address.
Express a wish—may
 Example: May you have a long life!
A modal verb does not change according to the number or person of the subject.
 Examples: He can learn. I can learn. You can learn. They can learn. We can learn. A modal verb is always
used with a verb in its basic form.
The modal takes the tense while the main verb remains in its dictionary form.
 Examples: I can run. I may run. I could run. I might run.
Modals can be used alone in response to a question.
 Examples: Can you sing? I can. Will you sing? I will. Will you come? I may./I will.
Modals, when joined with ‘not’ to form a negative, can be contracted.
 Examples: I cannot run. I can’t run. I do not run. I don’t run. I will not run. I won’t run.
Activity 3.11:
Instruction: Complete the text below with the given phrases in the box.

can’t be can’t have could take may get may not have might be must be

As a result of the flooding, as many as 10,000 families 1--------- homeless, although the figure is
only an estimate. ‘The emergency services are working hard, but I’m sure they 2------------- more than 20
helicopters. It 3 -----------days to reach everyone and take them to safety,’ said an aid
worker in the area. ‘Conditions for those families still waiting to be rescued 4 --------- very difficult. There 5
------------- any clean water to drink and everyone 6 -------------- very cold.’ Worryingly, more rain is forecast, so

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

the floods 7 ------------- worse in the next few days. The emergency services 8…………. on time to reach
everyone before the waters rise again.
Answer 1.________ 2.________ 3.__________ 4._________ 5. ________ 6. ______ 7. _______8 ________
Activity 3. 12:
Instruction: Read the reference material below and read about modal verbs and share what you have read to your
group members. (If you don’t find this book, refer to any material available to you)
Part III Speaking
Activity 3.13:
Instruction: Rationally argue with your partner on the following debatable statements. Try to provide evidences to
support your argument.
1) Nuclear energy will end.
2) Almost all the rainforests will disappear.
3) The climate will get worse.
4) The next generation will care more about the environment than the present.
5) People will destroy the earth.
Part IV Writing
Activity 3. 10:
Instruction: In your group, discuss the causes and solutions for ‘global warming’ provided in the table below and
then write a short paragraph based on the given conceptual terms.
Causes pollution

Ozone layer
Global warming
deforestation
Solutions
recycling

Hybrid car

Alternative energy

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

Individual Assignment II
Name _____________________________ ID _______________ Dept. ________________________
Instruction I: Match the two columns to identify the use of each modal verb.
No Statement Uses

A B
____ 1 Zeberga should call Almaz soon after their first date. a. obligation
____ 2 Almaz should be happy to get his call. b. possibility
____ 3 Zeberga calls but she doesn’t pick up, she must be working. c. low probability
____ 4 No problem, he can call her back later. d. rational probability
____ 5 Later he tells her they could go out to dinner again. e. certainty
____ 6 She says she may be available Friday. f. polite request
____ 7 Zeberga asks if he can call her back Friday morning. g. permission
____ 8 She says she could be in a meeting, the afternoon is better. h. advice
____ 9 Friday afternoon, Zeberga asks: May I pick you up at 6 pm? i. capacity
____ 10 He must be on time to make a good impression. j. suggestion
Instruction II: Complete the text below with the given phrases in the box.

can’t be can’t have could take may get may not have might be must be x2

As a result of the flooding, as many as 10,000 families 1--------- homeless, although the figure is
only an estimate. ‘The emergency services are working hard, but I’m sure they 2------------- more than 20
helicopters. It 3 -----------days to reach everyone and take them to safety,’ said an aid
worker in the area. ‘Conditions for those families still waiting to be rescued 4 --------- very difficult.
There 5 ------------- any clean water to drink and everyone 6 -------------- very cold.’ Worryingly, more
rain is forecast, so the floods 7 ------------- worse in the next few days. The emergency services
8…………. on time to reach everyone before the waters rise again.
Answer 1._______________ 2.______________________3._______________ 4.__________________

5. ________________ 6. ____________________ 7. ______________8 ___________________

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 HARAMBEE UNIVERSITY
FACULTY OF HEALTH
COMMUNICATIVE ENGLISH LANGUAGE SKILLS II

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