Raise students’ awareness in protecting the environment through extra curicular english session about the climate change in vietnam

THE BRIEF OUTLINE No 2.1 2.2 2.2 2.2 2.2 2.2 2.3 2.4 Contents PART A: INTRODUCTION Rationales Aims of the study Limitation of the study The object of the study Method of the study PART B: CONTENT Preparation Procedure Warm - up Presentation The definition of the climate change Page 2 2 2 3 4 4 The causes of the climate change The effects of the climate change The solution to reduce the climate change 17 Practice The results 19 20 20 21 PART C: CONCLUSION PART D: REFERENCES Initiative Experience English Extracurricular session with the topic : “Raise students’ awareness in protecting the environment through extra curicular English session about the climate change in Vietnam” PART A: INTRODUCTION Rationales English has played a vital role in society and made considerable contribution to education, culture, science and technology The number of people learning English for various purposes such as job, business, traveling,… is continually on the increase everyday In our country, English has been regarded as the most important foreign language nowadays, especially since the Vietnamese government carried out the open door policy English has been taught for a long time in Vietnam and becomes a compulsory subject However, the emphasis on transmission of structural rules and forms often serve as the principal method of teaching English in Vietnamese schools Most of Vietnamese teachers tend to focus on teaching as much grammar and vocabulary as possible This can not much for students to assure a successful communication in daily life Therefore, to help my students both practice speaking skill and raise the awareness of protecting the environment, I have decided to organize an extracurricular session of English and choose: “Raise students’ awareness in protecting the environment through extra curicular English session about the climate change in Vietnam”as the theme for my study Aims of the study Each work has its own aims, so does this study The aims of my study are: • To help students master English more and develop skills of group-work • To help students raise students awareness of conserving the history • To fulfill my career passion and improve my teaching skills Limitation of the study In this study, I mostly concentrate on organising students’ activities to study the climate change in Vietnam with four main events: How has climate change affected Vietnam? Some reasons cause the climate change The consequences that might occur Some possible solutions The object of the study + Class 11A2 consists of 46 students + The students’ awareness of protecting environment before and after the extra-curricular English session Method of the study • Asking students gain the information about the climate change in Viet Nam and in the local where they are living • Using analytic methods • Observing and asking colleagues for ideas and experiences • Practising the application of the study PART B CONTENT Preparation: One week before the extra-curricular session 1.1 Teacher: • Prepares questions to ask students before and after the extra-curricular session Questions for the survey Name : Class: Please answer the following questions honestly, thank you so much! Question1 Which of the following statements about pollutant are true: A The climate change only harmful for humans B The climate change alter the environment in a negative way C The climate change refer specifically to toxic inorganic substances made by humans D The climate change affected directly to develope the economy and the people’ the heath in over the world and Viet Nam Question2 The following are the climate change, with one except Choose the exception: A the global warming B the global colding C help develop the economy greatly D affected Ozone Question3 Which one of the following is an example of the causes of making the climate change? A the burning of fossil fuels which emits green house gases into the atmosphere-primarily carbon dioxide B chimney stack C sewerage pipe D pipe discharging waste from a manufacturing plant Question4 The climate change affects to? A human health B animals C plants D all A, B, C are correct Total mark 10 mark mark mark mark mark < mark 46 14 21 • Divides the class into groups.: Group 1(12 students From to 12 in the list of the class) Leader : LE THI BICH THUY Vice: TRAN DUC HIEP Group 2(12 students From 13 to 24 in the list of the class) Leader : LE THI THUY Vice: NGUYEN NGOC MINH Group 3(11 students From 25 to 35 in the list of the class) Leader : LE THU HA Vice: TRINH QUY PHAT Group 4(11 students From 36 to 46 in the list of the class) Leader : LE THI THU Vice: MAI HAI NAM • States the assignment obviously Group 1: What is the climate change? Group 2: The causes of climate change Group 3: The affects of climate change Group 4: The solution to protect the environment 1.2 Students: • Get the assignment • Work in groups at home or during the break at school to search for the information needed • Exchange and make a complete report • Prepare questions to ask other groups in the coming session Procedure: 2.1 Warm- up: Teacher introduce about the topic of extra-curricular session: The air pollution - Teacher shows four questions that related to the environment and gave to the students to prepare at home - Teacher calls leader of each group to answer - Teacher gives feedback and comment - Teacher leads to topic and announces the extra- curricular session starts 2.2 Presentation The representative of each group will present what they have collected in front of the class and the rest listen to them carefully 2.2.1 Group Presenter: LE THI BICH THUY The content: The definition of the climate change LE THI BICH THUY: First, I present the definition of climate change Climate change describes a change in the average conditions — such as temperature and rainfall — in a region over a long period of time NASA scientists have observed Earth’s surface is warming, and many of the warmest years on record have happened in the past 20 years Weather describes the conditions outside right now in a specific place For example, if you see that it’s raining outside right now, that’s a way to describe today’s weather Rain, snow, wind, hurricanes, tornadoes — these are all weather events Climate, on the other hand, is more than just one or two rainy days Climate describes the weather conditions that are expected in a region at a particular time of year Is it usually rainy or usually dry? Is it typically hot or typically cold? A region’s climate is determined by observing its weather over a period of many years— generally 30 years or more So, for example, one or two weeks of rainy weather wouldn’t change the fact that Phoenix typically has a dry, desert climate Even though it’s rainy right now, we still expect Phoenix to be dry because that's what is usually the case Picture1: The definition of the climate change Climate change describes a change in the average conditions — such as temperature and rainfall — in a region over a long period of time For example, 20,000 years ago, much of the United States was covered in glaciers In the United States today, we have a warmer climate and fewer glaciers Global climate change refers to the average long-term changes over the entire Earth These include warming temperatures and changes in precipitation, as well as the effects of Earth’s warming, such as: Rising sea levels Shrinking mountain glaciers Ice melting at a faster rate than usual in Greenland, Antarctica and the • • • Arctic • Changes in flower and plant blooming times Earth’s climate has constantly been changing — even long before humans came into the picture However, scientists have observed unusual changes recently For example, Earth’s average temperature has been increasing much more quickly than they would expect over the past 150 years Picture 2: Alaska's Muir glacier in August 1941 and August 2004 Significant changes occurred in the 63 years between these two photos Credit: USGS 2.2.2 Group Presenter: LE THI THUY The content: The causes of the climate change Human activity is the main cause of climate change People burn fossil fuels and convert land from forests to agriculture Since the beginning of the Industrial Revolution, people have burned more and more fossil fuels and changed vast areas of land from forests to farmland Burning fossil fuels produces carbon dioxide, a greenhouse gas It is called a greenhouse gas because it produces a “greenhouse effect” The greenhouse effect makes the earth warmer, just as a greenhouse is warmer than its surroundings Carbon dioxide is the main cause of human-induced climate change It stays in the atmosphere for a very long time Other greenhouse gases, such as nitrous oxide, stay in the atmosphere for a long time Other substances only produce short-term effects Not all substances produce warming Some, like certain aerosols, can produce cooling Picture 3: The causes of the climate change There are three positions on global warming: (1) that global warming is not occurring and so neither is climate change (2) that global warming and climate change are occurring, but these are natural, cyclic events unrelated to human activity (3) that global warming is occurring as a result primarily of human activity and so climate change is also the result of human activity The claim that nothing is happening is very hard to defend in the face or masses of visual, land-based and satellite data that clearly shows rising average sea and land temperatures and shrinking ice masses The claim that the observed global warming is natural or at least not the result of human carbon emissions (see Climate Skeptics below) focuses on data that shows that world temperatures and atmospheric CO2 levels have been equally high or higher in the past They also point to the well understood effects of solar activity on the amount of radiation striking the earth and the fact that in recent times the sun has been particularly active In general, climate scientists and environmentalists either (1) dispute the data based on, for example, new ice core data or (2) suggest that the timing issue – that is, the rapidity with which the globe has warmed and the climate changed simply not fit the model of previous natural events They note also that compared to other stars the sun is actually very stable, varying in energy output by just 0.1% and over a relatively short cycle of 11 to 50 years quite unrelated to global warming as a whole The data strongly suggests that solar activity affects the global climate in many important ways, but is not a factor in the systemic change over time that we call global warming 2.2.3 Group Presenter: LE THU HA The content: The effects of global warming The impact that global warming is causing on earth is extremely serious There are many hazardous effects that will happen in the future if global warming continues It includes melting of polar ice caps, leading to an increase in sea level drowning coastlines and slowly submerging continents Recent studies by National Snow and Ice Datacenter “if the ice melted today the seas would rise about 230 feet” Another effect is climate change leading to the extinction of various species More hurricanes, cyclonic storms, heat waves, drought, and extreme rainfalls will occur causing disaster to humankind The effects of global warming or climate damage include far-reaching and longlasting changes to the natural environment, to ecosystems and human societies caused directly or indirectly by human emissions of greenhouse gases It also includes the economic and social changes which stem from living in a warmer world Human caused climate change is one of the threats to sustainability 2.2.3.1: Effects on weather The main impact of global warming on the weather is an increase in extreme weather events such as heat waves, droughts, cyclones, blizzards and rainstorms Of the 20 costliest climate and weather disasters that have occurred in the United States since 1980, eight have taken place since 2010, four of these in 2017 alone.Such events will continue to occur more often and with greater intensity.Episodes of intense precipitation contribute to flooding, soil erosion, landslides, and damage to structures and crops 2.2.3.2: Effects On land Flooding Warmer air holds more water vapor When this turns to rain, it tends to come in heavy downpours potentially leading to more floods A 2017 study found that peak precipitation is increasing between and 10% for every one degree Celsius increase.In the United States and many other parts of the world there has been a marked increase in intense rainfall events which have resulted in more severe flooding Estimates of the number of people at risk of coastal flooding from climate-driven sea-level rise varies from 190 million,to 300 million or even 640 million in a worst-case scenario related to the instability of the Antarctic ice sheet Wildfires Prolonged periods of warmer temperatures typically cause soil and underbrush to be drier for longer periods, increasing the risk of wildfires Hot, dry conditions increase the likelihood that wildfires will be more intense and burn for longer once they start.Global warming has increased summertime air temperatures in California by over 3.5 degrees Fahrenheit such that the fire season (the time before the winter rains dampen the vegetation) has lengthened by 75 days over previous decades As a result, since the 1980s, both the size and ferocity of fires in California have increased dramatically Since the 1970s, the size of the area burned has increased fivefold while fifteen of the 20 largest fires in California have occurred since 2000 In Australia, the annual number of hot days (above 35°C) and very hot days (above 40°C) has increased significantly in many areas of the country since 1950 The country has always had bushfires but in 2019, the extent and ferocity of these fires increased dramatically.For the first time catastrophic bushfire conditions were declared for Greater Sydney New South Wales and Queensland declared a state of emergency but fires were also burning in South Australia and Western Australia 2.2.3.2: Effects On Oceans Global warming is projected to have a number of effects on the oceans Ongoing effects include rising sea levels due to thermal expansion and melting of glaciers and ice sheets, and warming of the ocean surface, leading to increased temperature stratification.Other possible effects include large-scale changes in ocean circulation The oceans also serve as a sink for carbon dioxide, taking up much that would otherwise remain in the atmosphere, but increased levels of CO2 have led to ocean acidification Furthermore, as the temperature of the oceans increases, they become less able to absorb excess CO2 The oceans have also acted as a sink in absorbing extra heat from the atmosphere Picture 4: Global ocean heat content from 1955–2019 10 Picture 5: The effects of the global warmin g on ocean 11 2.2.3.3: Effects On health Humans are exposed to climate change through changing weather patterns (temperature, precipitation, sea-level rise and more frequent extreme events) and indirectly through changes in water, air and food quality and changes in ecosystems, agriculture, industry and settlements and the economy.Air pollution, wildfires, and heat waves caused by global warming have significantly affected human health, and in 2007, the World Health Organization estimated 150,000 people were being killed by climate-change-related issues every year A study by the World Health Organization concluded that climate change was responsible for 3% of diarrhoea, 3% of malaria, and 3.8% of dengue fever deaths worldwide in 2004 Total attributable mortality was about 0.2% of deaths in 2004; of these, 85% were child deaths The effects of more frequent and extreme storms were excluded from this study Picture 6: Effects of global warming on human health 2.2.3.4 : Effects on Economic impact Economic forecasts of the impact of global warming vary considerably Researchers have warned that current economic modelling may seriously underestimate the impact of potentially catastrophic climate change, and point to the need for new models that give a more accurate picture of potential damages Nevertheless, one recent study has found that potential global economic gains if countries implement mitigation strategies to comply with the 2°C target set at the Paris Agreement are in the vicinity of US$17 trillion per year up to 2100 compared to a very high emission scenario 12 Picture 7: Effects of the global warming on Economic impact 2.2.3.5 : Effects in Vietnam Sea level rise presents a major threat to Vietnamese agriculture Agricultural lands are concentrated along the coast in the two major deltas Sea level rise threatens these regions and would drastically affect their peoples Arable land might be reduced, some areas could become salinated and people 13 may have to be relocated, increasing pressure on resources in neighbouring regions Analysis of the response of crop yields to past climate fluctuations shows that the productivity of the food crops and cereal crops of Vietnam varies greatly Crop productivity variations in the north are more marked than those of the south and cereal crop yields vary more distinctly than those of rice Crop losses are often caused by an accumulation of factors The most serious losses are caused by typhoons (20-50%), although the area affected tends to be limited Droughts, long periods of sunshine in winter and water-logging are also important (10-30%) and affect a wider area Cold spells, dry spells and dry-hot winds causes less severe damage (5-20%) and affect a limited area In the past, rainfall has been a more important factor than temperature Studies by Vietnamese scientists have shown that the northern region, especially the Red River Delta, is the most sensitive to present-day climate variability Rainfall fluctuations are strongest in this area and drought and flooding frequently limit crop yields 14 Picture 8: Effects of the global warming in Viet Nam In the north of Central Vietnam, meteorological disasters such as storms have their greatest impact on agriculture There is concern that the typhoon season may increase in severity and become more prolonged in the future This will have serious consequences for the region, increasing wind damage and flooding In upland regions, the rise in temperature may enable cultivation at higher elevations, although crops grown at present may be lost completely in some areas The vulnerability of southern regions is likely to rise as global warming develops Where climate used to be stable, and impacts on agriculture less frequent, climate change is now occurring at a higher rate The increased incidence of drought in the south of the country as rising temperature increases evaporation water loss would be a major impact of global warming The range of crops that can be grown may be reduced Pest outbreaks 15 may become more frequent as temperature and humidity increase in the winter months Taking future trends into consideration, the Mekong Delta and the coastal areas in the north of the central region are considered the most vulnerable to the changes expected to occur as a result of global warming Picture 9: Effects of the global warming in Viet Nam The International Monetary Fund estimates that Vietnam's economic growth may fall by 10% in 2021 due to climate change Vietnam's coastline is 3,200 kilometers long and 70 percent of its population lives in coastal areas and low‐lying deltas (GFDRR 2015).Given the country's concentration of population and economic assets in exposed areas, the negative impact on industrial production and economic growth could be unimaginable A 1-meter rise in sea level would partially inundate 11 percent of the population and percent of agricultural land (World Bank and GFDRR 2011; GFDRR 2015) Also, extreme natural disasters has caused huge Vietnamese casualties and property damage In the first half of 2016, water intrusion, heavy rainfall, and extremely cold weather resulted in 37 deaths and 108 injuries, disaster losses are estimated to be 757 million US dollars 16 Picture 10: Effects of the global warming in Viet Nam 2.2.4 Group 4: Presenter: LE THI THU The content: The solutions to reduce the global warming RationalRational 2.2.4.1: planningplanning Human understanding of global and regional climate systems, and also the process of thawing is not yet comprehensive Furthermore, climate change scenarios depend on the reliability of greenhouse gas emission scenarios and the method of scenario building, so these make it difficult to assure the certainty of those scenarios Due to the uncertainty of climate change scenarios and sea level rise, the planning of climate change projects, especially for long-term planning, is quite complicated and difficult In order to cope with the uncertainty, it is necessary to use meteorological and hydrological parameters in a realistic manner in light of weather trends in the planning and design of climate change response projects The recommended input parameters are as follows: 2.2.4.2: Flood prevention Dykes and embankments in the Mekong Delta are multi-purpose structures that aim to protect people's safety, infrastructures, and to maintain the production activities At the same time, these flood control facilities play a role of alluvium retaining and field hygiene 17 Hydrological and hydrological modelling results verified by measured data show that these structures -do not raise the water level significantly However, the elevation of dykes designed according to the previous flood frequency may have to be changed to suit both socio-economic development in the flood-prone areas and the requirement for the climate change adaptation Therefore, the elevation of dykes and reasonable structure solutions should be considered in the supplemental irrigation planning Soft dyke structures, such as geotextile sand-filled tubes and plastic coated water-filled tubes can be combined dynamically to protect residential areas, urban and industrial buildings (Figure 2) These solutions also are suitable for the weak land and flood regime in the MRD 4.3 Pollution prevention in concentrated residential sites 2.2.4.3: Pollution prevention The relocation and resettlement of people in the locations vulnerable to flooding may be inevitable In fact, the “over flood“ residential clusters/routes – the key resettlement solution in the “living with flood“ strategy have proved its rationality Residential cluster is an area where houses are built adjacent to the land with foundations higher than the flood level or surrounded by an anti-flood dyke As stipulated by the government, a cluster must have its size from to with its population size about 100 to 200 households These residential sites are close to a farm, convenient for livelihood purposes * I and you: There are simple steps we can take in our everyday life to help reduce the climate change.Every time you drive to work or school, use your heater or air conditioner, clean your windows or even style your hair, you make choices that can reduce or increase the climate change - Cycling follows walking and running as having a low impact on the environment - Walking and running are among the least environmentally harmful modes of transportation - Public transport such as electric buses, metro and electric trains generally emit less greenhouse gases than cars per passenger - Electric kick scooters could also be a low-impact form of transportation, with emerging startups such as Bird and Lime providing shared scooters allowing for last-mile transportation However, their short lifespan caused by rough usage and vandalism could mean additional resources spent on replacement units Some models provide higher range (35+ miles, 56+ km) 18 and speed (40+ mph, 64+ km/h), which can be used in areas with poor public transportation infrastructure where cars and motorcycles would have previously been the only option - Using an electric car instead of a gasoline or diesel car helps to reduce carbon dioxide emissions - Going car-free may be the most effective action an individual can take (other than not having children), according to the BBC.[37] 2.3 Practice Teacher lets students to play a game: WHO IS THE WINNER? Before playing, the students listen to the teacher’s explanation: There are six numbers Teacher will give five questions in five box and one box is lucky number that give you 10 points without answering The leader of each group will choose the questions and have minutes to prepare and answer If the answer is wrong, the other will have a chance to answer and get points Each a correct answer will have 10 points prepared carefully In the end, which group gets the highest score will be the winner Question 1: Is air pollution a substance in the air that can cause harm to humans and the environment? Expected answer: Yes Question 2: What cause the air pollution? A: human action B: natural action C: both human and natural action Expected answer: C Question 3: In Viet Nam, Which cities be affected the best by gloabal warming? Expected answer: In Hanoi and Ho Chi Minh city Question 4: According to the World Health Organization (WHO), How many people are died by air pollution each year? Expected answer: two million people each year Question 5: What can Acid rain great damage to? Expected answer: human, animals and crops 2.4 The result: After playing the game, the points of each group: Group 1: 20 points Group 2: 10 points Group 3: 30 points( the highest score) Groups 4: point Group will be winner 19 Acquirement After the session, Teacher hands out the questions to check the students’ acquirement Asks students to circle the correct answers in minutes then collects and marks, jots down and analyses the result Compare the result before and after the extra-curricular session The result before the extra-curricular session Total 49 mark 10 mark mark 17 mark 21 mark mark < mark mark mark < mark The result after the extra-curricular session Total 49 mark 10 15 mark 22 mark mark As can be seen from the tables above, the knowledge of the students in class 10A2 was greatly enhanced The excellent marks (9,10) increased from to 37 Especially, no mark was lower than It is clear that The English extra curricular session was definitely successful PART C CONCLUSION Through the practice of the extra-curricular session, it is obvious that the students of class 11A2 are definitely concerned about the topic “Raise students’ awareness in protecting the environment through study about the climate change in Vietnam” They are eager to study and search for the information needed to achieve deeper understanding about the issue Much as it is quite a hard topic, they quickly lose themselves in their duties and get a rather good result They are fully aware of their duties at present: study, study more, study forever to become good citizens to constitute and protect the country The more perfect above composition is a report of an English extracurricular session It can not help making mistakes although I have attempted to finish it Therefore, I would like to express my deep thanks to all of you for your precious ideas to make my teaching session Thank you so much! THE CONFIRMATION OF THE HEADMASTER Thanh Hoa, May 20th 2020 I hereby declare that this is my experience initiative and that no parts 20 of the initiative have been copied or reproduced by me from any other’s work without acknowledgement Writer MA NGUYEN THI HA PHAM THI LINH PART D: REFERENCES 1.https://en.wikipedia.org/wiki/Global_warming https://en.wikipedia.org/wiki/Effects_of_global_warming https://www.nrdc.org/stories/global-warming-101 https://www.nationalgeographic.com/environment/global-warming/globalwarming-solutions/ 21 ...Initiative Experience English Extracurricular session with the topic : ? ?Raise students’ awareness in protecting the environment through extra curicular English session about the climate change. .. and choose: ? ?Raise students’ awareness in protecting the environment through extra curicular English session about the climate change in Vietnam? ??as the theme for my study Aims of the study Each... awareness of protecting environment before and after the extra- curricular English session Method of the study • Asking students gain the information about the climate change in Viet Nam and in the local