Download Warm-up Activities (For Students)

WARM-UP ACTIVITIES
No.
UNIT
Activity
1
Unit 6
Can Wildlife Adapt to Climate Change?
2
Unit 6
Dear Future Generations: Sorry
3
Unit 6 & 7
Password
4
Unit 7
Top Ten Strangest Buildings in the World
5
Unit 7
The Rise of the Green Building: Why it pays to be green
6
Unit 8
Different Forms of Energy
7
Unit 8 & 9
Password
8
Unit 9
Top Ten Must-see Art Masterpieces of the World
9
Unit 9
What Is Art for?
10
Unit 9
Time’s Top 10 Photos
Note:

The implementation of each activity is a suggested process. How teachers actually
implement the activities may vary as deemed appropriate.
Preparation: warm-up activity no. 1
Can Wildlife Adapt to Climate Change?
Instructions for students
1. Visit https://youtu.be/ZCKRjP_DMII or search for “Can wildlife adapt to climate
change?” by Erin Eastwood on www.youtube.com.
2. Watch the video. If needed, you can click the icon ‘CC’ to turn on the English subtitles.
3. While watching the video, focus on the following topics:

How humans adapt to climate change.

A factor scientists are researching to track down animals’ evolutionary changes

The chances we could spot a tawny owl in the past vs. the chances we could spot
one today

How tawny owls adapt to climate change

The reason scientists believe one type of two-spot ladybug has increased in number
rather than the other type

The environmental change that drives pink salmons to spawn earlier

How wild thyme plants are evolving in response to climate change

The number of identified species with evolutionary adaptations to climate change

The total number of species scientists are looking for

Some examples of what humans have done to help ecosystems
Preparation: warm-up activity no. 2
Dear Future Generations: Sorry
Instructions for students
1. Visit https://youtu.be/eRLJscAlk1M or search for “Dear Future Generations: Sorry” by
Prince Ea on www.youtube.com.
2. Watch the video. Please note that there are no subtitles available for this video.
3. While watching the video, think about the following ideas:

the causes of climate change

the natural disasters we are facing

what we can do to save the environment
4. Prepare your answers to the following questions in class:

In your opinion, what is the most urgent environmental issue mentioned in the video
that should be fixed?

If you are to create a project to help fix the issue, think about:
o the name of your project
o your project slogan
o some of your ideas and/or suggestions to respond to the issue? (How can
your project help solve the problem?)
Preparation: warm-up activity no. 3
Password
Instructions for students
1. Review the wordlist of Unit 6: Environment on page 121 and explore the new wordlist of
Unit 7: Architecture on page 139 Unlock Reading and Writing Skills Student’s Book 4.
2. Look for the definitions of the words mentioned in both units. Study their meanings and
how they are used in context.
3. Make sure you study as many words as possible.
Preparation: warm-up activity no. 4
Top Ten Strangest Buildings in the World
Instructions for students
1. Visit http://www.wonderslist.com/top-10-strangest-buildings-in-the-world or go to
www.wonderlist.com and search for “top 10 strangest buildings in the world” by
Ejaz Khan.
2. Explore all of the top ten strangest buildings and make sure you learn the following:

The name of each building

Its location

Its function and architectural design
3. Then, think about:

The building you would like to visit

Reasons why you chose that building

Some of the remarkable architectural features of that building
4. Bring one picture of the building you would like to visit to class. DO NOT let your
friends find out what your selected building is. (You can simply print it out and bring it
to class OR show the picture from your smartphone.)
Preparation: warm-up activity no. 5
The Rise of the Green Building: Why it pays to be green
Instructions for students
1. Read the following excerpt adapted from a news article from
http://www.economist.com/node/3422965.
Going green saves money by reducing long-term energy costs: a
survey of 99 green buildings in America found that on average, they
use 30% less energy than comparable conventional buildings. So any
additional building costs can be recovered quickly: according to
the USGBC (the United States Green Building Council), the 2%
increase in construction costs required to achieve a LEED (Leadership
in Energy and Environmental Design) gold rating typically pays for
itself in lower running costs within two years. The traditional approach of trying to minimise
construction costs, by contrast, can lead to higher energy bills and wasted materials.
Energy-saving techniques need not all be as exotic as installing coated glass, computercontrolled blinds or photovoltaic cells. Builders are now insulating buildings more
effectively, in some cases using materials such as recycled paper and fabrics, including old,
shredded jeans. It is more effective than traditional insulation, saves money and is easier on
the environment.
Green buildings can also have less obvious economic benefits. The use of natural daylight in
office buildings, for example, as well as reducing energy costs, also seems to make workers
more productive. Studies conducted by Rachel and Stephen Kaplan, environmental
psychologists at the University of Michigan, found that employees with views of a natural
landscape report greater job satisfaction, less stress and fewer illnesses. Lockheed Martin,
an aerospace firm, found that absenteeism fell by 15% after it moved 2,500 employees into
a new green building in Sunnyvale, California. The increase in productivity paid for the
building's higher construction costs within a year.
Similarly, the use of daylight in shopping complexes appears to increase sales. The Heschong
Mahone Group, a California-based consultancy that specialises in energy-efficient building
technologies, found that sales were as much as 40% higher in stores lit with skylights. It also
found that students in naturally lit classrooms performed up to 20% better. Green buildings
can also reduce legal liabilities for their owners, since they are less likely to give rise to “sick
building” lawsuits. But more studies are needed, says Caren Glotfelty, director of the
environmental programme at the Heinz Endowments, a non-profit foundation run by Teresa
Heinz Kerry that funds sustainable initiatives.
2. While reading, focus on the following topics:

The extent to which green buildings in the USA, as compared to regular ones, can
reduce their energy consumption

The length of time it takes to repay additional construction costs based on the
USGBC

The results of traditional ways of reducing construction costs

Some techniques builders are implementing to save energy

Examples of by-products of green buildings in different places
Preparation: warm-up activity no. 6
Different Forms of Energy
Instructions for students
1. Visit http://tinyurl.com/73apkbe
2. Read about the different forms of energy. Pay special attention to the following points:

general forms of energy

major forms of energy

the description of the forms of energy

examples of each form of energy

the relationship among the forms of energy
3. Take notes if you wish. However, you will NOT be allowed to look at your notes during
the in-class warm-up activity.
Preparation: warm-up activity no. 7
Password
Instructions for students
1. Review the wordlist of Unit 8: Energy on page 157 and explore the new wordlist of
Unit 9: Art and Design on page 175 of Unlock Reading and Writing Skills, Student’s
Book 4.
2. Look for the definitions of the words mentioned in both units. Study their meanings and
how they are used in context.
3. Make sure you study as many words as possible.
Preparation: warm-up activity no. 8
Top 10 Must-see Art Masterpieces of the World
Instructions for students
1. Visit http://tinyurl.com/jaboahc
2. Get to know “the Top 10 must-see art masterpieces of the world” and make sure you
learn the following topics:

the names of the masterpieces

their outstanding features

their importance

their locations

the names of the artists who created the masterpieces
3. Of all “the Top 10 must-see art masterpieces of the world,” choose ONE of the
masterpieces that you most want to see and provide some reasons for your selection.
4. Next, print out one photo of your chosen masterpiece and take it to class OR be prepared
to display it on your smartphone. Do NOT tell your friends what your selected
masterpiece is.
Preparation: warm-up activity no. 9
What Is Art for?
Instructions for students
1. Visit https://youtu.be/sn0bDD4gXrE
2. Watch the video clip. If needed, turn on the subtitles by moving the cursor to the
bottom right corner of the video player and clicking on the icon that looks like a wheel (it
will be next to the button that says CC). Click Subtitles/CC, then choose English (autogenerated). Be aware that these subtitles were made by a computer program, so they
may not be 100% accurate.
3. Pay special attention to the following:

what art is for

pretty things and their significance

sad pieces of art

the quality of being unbalanced

Albrecht Durer’s work

Van Gogh’s work

art and glamourisation

art and propaganda
4. Take notes if you wish. However, you will NOT be allowed to look at your notes during
the in-class warm-up activity.
Preparation: warm-up activity no. 10
Time’s Top 10 photos
Instructions for students
1. Go to http://tinyurl.com/gkrh6e3 Alternatively, search for “Time top 10 photos 2015”
using Google. Then, click the first result to get to the page.
2. View each photo while reading the news article “TIME Picks the Top 10 Photos of 2015”,
as well as their captions. Pay special attention to the description of the photos.
3. Take notes if you wish. However, you will NOT be allowed to look at your notes during
the in-class warm-up activity.