• Vorbereitung MSA GyO
  • J. Schmitz
  • 04.03.2023
  • Englisch
  • 10
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Task: Write a com­ment ex­pres­sing your opi­ni­on on cli­ma­te chan­ge and its im­pact on the pla­net (180 words). Use the fol­lo­wing text chunks and terms­to help you:
  • Text chunks: In my opi­ni­on, ... | The evi­dence shows that ... | A nother im­portant aspect... | Howe­ver, |While some might argue that |On the other hand
  • Hel­pful terms: cli­ma­te chan­ge, green­house gases, car­bon foot­print, glo­bal tem­pe­ra­tures, se­ve­re weather events, re­ne­wa­ble en­er­gy, solar power, wind power, awa­re­ness, edu­ca­ti­on
  • Plan your an­s­wer be­fo­re you write, ask yours­elf:
    What is my stron­gest ar­gu­ment? Is there another opi­ni­on I need to adress? How do I con­vin­ce the rea­der?
As a young per­son , I stron­gly be­lie­ve that cli­ma­te chan­ge is one of the big­gest thre­ats fa­cing our pla­net today. The de­vas­ta­ting ef­fec­ts of cli­ma­te chan­ge can al­rea­dy be seen in ri­sing sea le­vels, ex­tre­me weather con­di­ti­ons, and the loss of na­tu­ral ha­bi­tats and bio­di­ver­si­ty.

It is cru­cial that we all take re­spon­si­bi­li­ty for our ac­tions and work together to re­du­ce our car­bon foot­print. This in­clu­des using re­ne­wa­ble en­er­gy sources, re­du­cing our use of single-​use plastics, and sup­por­ting sus­tainable agri­cu­l­tu­re.

In ad­di­ti­on, I be­lie­ve that go­ver­n­ments and busi­nesses need to take a lea­ding role in ad­dres­sing cli­ma­te chan­ge. This means in­vesting in green tech­no­lo­gy, im­ple­men­ting po­li­ci­es to re­du­ce green­house gas emis­si­ons, and pro­mo­ting sus­tainable prac­ti­ces.

The im­pact of cli­ma­te chan­ge is al­rea­dy being felt around the world, and if we do not take im­me­dia­te ac­tion, the con­se­quen­ces will be de­vas­ta­ting. As young peo­ple, we have a re­spon­si­bi­li­ty to de­mand ac­tion and make a dif­fe­rence in the fight again­st cli­ma­te chan­ge.

Vo­ca­bu­la­ry trai­ning - Cli­ma­te Chan­ge

Match the vo­ca­bu­la­ry word on the left with its cor­re­spon­ding de­fi­ni­ti­on on the right.

a. a per­son who stu­dies or is an ex­pert in sci­ence

b. a ma­chi­ne or piece of equip­ment that uses en­er­gy

c. the pro­cess of con­ver­ting waste ma­te­ri­als into new ma­te­ri­als and ob­jec­ts

d. the gases pro­du­ced by bur­ning fos­sil fuels

e. the re­mo­val of fo­rests, often to clear land for far­ming or other pur­po­ses

f. fuels such as coal, oil, and gas that are for­med from the re­mains of an­cient plants and ani­mals

g. sources of en­er­gy that are na­tu­ral­ly re­p­le­nis­hed and can be used over and over again

1 Re­ne­wa­ble en­er­gy sources

2 car­bon emis­si­ons

3 de­fo­re­sta­ti­on

4 fos­sil fuels

5 sci­en­tist

6 ap­pli­ance

7 re­cy­cling

1 g 2 d 3 e 4 f 5 a 6 b 7 c
1. carbon emissions 2. Recycling 3. fossil 4. Deforestation 5. Scientist 6. Appliance 7. Renewable
Fill in the blank with the cor­rect vo­ca­bu­la­ry word.

1. Many coun­t­ries are try­ing to re­du­ce their carbon footprint by pro­mo­ting the use of re­ne­wa­ble en­er­gy sources.

2. Recycling is the pro­cess of brea­king down waste ma­te­ri­als and tur­ning them into new pro­duc­ts.

3. The bur­ning of fossil fuels is one of the main cau­ses of cli­ma­te chan­ge.

4. Deforestation is the re­mo­val of trees and other ve­ge­ta­ti­on from an area of land.

5. A scientist is a per­son who stu­dies or is an ex­pert in sci­ence.

6. An appliance is a ma­chi­ne or piece of equip­ment that uses en­er­gy.

7. Renewable en­er­gy sources are those that are na­tu­ral­ly re­p­le­nis­hed and can be used over and over again.

Syn­onym Swap

Choo­se a topic or theme to write about. Some ideas may in­clude: a hobby or in­te­rest, a fa­vou­ri­te place to visit, a me­mo­ra­ble ex­pe­ri­ence, or a cur­rent event.
Write about the topic for a few mi­nu­tes, using words that come to mind na­tu­ral­ly. Don't worry about using syn­onyms at this stage.
Re­view your wri­ting and high­light any words that you feel are too re­pe­ti­ti­ve or could be re­placed with a syn­onym.
Using a the­sau­rus, look up syn­onyms for the high­ligh­ted words and sel­ect a few that you think would work well in the con­text.
Re­wri­te your wri­ting, re­pla­cing the ori­gi­nal words with the cho­sen syn­onyms.
Re­view your work and eva­lua­te how the use of syn­onyms has im­pac­ted the cla­ri­ty, flow and im­pact of your wri­ting.

Ex­am­ple: Cli­ma­te Chan­ge

Ori­gi­nal wri­ting:

Cli­ma­te chan­ge is an im­port­an issue. Cli­ma­te chan­ge is ha­ving a major im­pact on the pla­net. Cli­ma­te chan­ge is caus­ing many pro­blems. We need to do so­me­thing about cli­ma­te chan­ge.

Syn­onym swaps:

Glo­bal warm­ing is a pres­sing con­cern. The phe­no­me­non is great­ly af­fec­ting the earth. En­vi­ron­men­tal de­gra­da­ti­on is a con­se­quence of cli­ma­te chan­ge. It's im­pe­ra­ti­ve that we take ac­tion to com­bat this issue.

Eva­lua­ti­on: The use of syn­onyms has added va­rie­ty and depth to the wri­ting, ma­king it more en­ga­ging and in­te­resting to read. The vo­ca­bu­la­ry has also been ex­pan­ded, which is a key com­po­nent of im­pro­ving the va­rie­ty in wri­ting and spea­king skills.