A. Spend one minute thinking
about your life as a fish. In pairs, talk to another “fish” about
your life as a fish.
B. Do you agree with the
following statements on fish and fishing? Discuss with your partner(s).
a. Fish will never disappear.
There will always be enough fish to feed the world.
b. In many ways, people are
like fish.
c. The hobby of fishing should
be banned to help protect fish population.
C. Read the text below and say
if the statements that follow are true/ false. If false, give the correct
information.
Fish population is in serious
danger from global warming. Climate change is increasing the water temperature
in rivers, lakes and seas. This means there is less food and oxygen available
for fish. It also means the fish may not grow fully and may have fewer
offspring. Some fishes will become extinct if temperatures rise even by one or
two degrees Celsius.
Climate change increases the
pressure on fish population. Fishes are one of the world’s most valuable
biological assets. Forty percent of people in the world eat fish as their main
source of protein. If we fail to reduce greenhouse gas emissions, we will
increase the pressure on fish. As a result, people who depend on fish will
suffer from hunger and poverty.
Statements:
1. Global warming will kill
all the fishes within ten years.
2. Some fishes can not
reproduce if the water is too warm.
3. A two degree Celsius rise
in temperature will make some species extinct.
4. Fishes are valuable
economic investments.
5. Nearly 14% of people depend
on fish for their basic food needs.
6. People will suffer a lot if
greater pressure is put on fish.
D. Role play: Student A is a
fish. Student B is a fisherman. First write a dialogue between the two. Then
act it out. Change roles and repeat the role-play
Role A – A FISH
I am a fish. I know things |
Role B – A FISHERMAN
I am not worried about my |
E. You are a nature lover.
Write a letter to the organizers of the National Climate Change Conference in
Bangladesh. Tell them about how global warming is changing your environment
Also suggest what they can do to help save fish population.
If you want to read the next lesson of this unit please click the link below:
Lesson: 5 | A friend of the Earth
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