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Watch this iconic speech by Greta Thunberg. Then read the excerpt and work on the following task:

Analyse how Greta Thunberg calls for action on climate change. Focus on the use of language and communicative strategies.

Please reread the method sheet on analysing speeches from last semester and use the P-E-E structure (Point – Evidence – Explanation) for each paragraph. Follow this basic outline:

Introduction: Briefly explain the main goal of her speech and give your overall impression of how it was delivered.

Main part:

Blaming World Leaders: Describe how she holds leaders responsible (use of language, communicative strategies)

Urgency of Action: Explain how she communicates the need to act quickly (use of language, communicative strategies)

Your Own Point: Choose one more goal and explain how she achieves it.

Conclusion: Give your opinion on how effective the speech was in getting her message across.

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WATCH: Greta Thunberg's full speech to world leaders at UN Climate Action Summit

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Mass migration caused by climate change - an unsolvable problem?

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Mass migration caused by climate change - an unsolvable problem?

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Task: Write a short paragraph in the first person describing how your narrator perceives this classroom. Your aim is to show how language and narrative techniques reveal the narrator’s attitude toward this place and the people in it — do they see it as comforting, confining, alien, chaotic, inspiring?

Focus on:

use of language: metaphor, sentence structure etc.

narrative techniques: Consider narrative perspective, inner thoughts, foreshadowing

Example prompt lines:

“The classroom feels smaller today, as if the walls have crept in overnight.”

“The hum of the projector is the only thing keeping me awake.”

“I trace the scratches on the desk and wonder how many others sat here dreaming of leaving.”

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Taking action on climate change: activism and protests

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Taking action on climate change: activism and protests

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climate change crash course: mini podcasts

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climate change crash course: mini podcasts

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Vocabulary practice: Climate change taboo

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Vocabulary practice: Climate change taboo

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"Do you care about your children, then stop flying" (Mark Lynas)

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"Do you care about your children, then stop flying" (Mark Lynas)

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2WS ENQ3 stop flying (writing an article)

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Task: Take a look at the maps and take notes:

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Task: Take a look at the maps and take notes:

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Which regions will probably be most affected by climate change?

What does that mean for migration?

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vocabulary exercises: questions?

present podcasts (groups of three, then choose the best one)

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TASK: A group of teachers, students and parents wants to prohibit class trips by plane at your school in order to combat climate change. Write an article for your school newspaper in which you take a position on this suggestion.

Take a look at the method sheet (see SKILLS). Follow this basic structure:

Catchy Headline

(Make it engaging and related to climate change and school trips.)

Introduction: Briefly introduce the proposal to ban school trips by plane and clearly state your opinion.

Reason 1: Give your first argument — explain why you support or oppose the idea. Maybe quote an expert?

Reason 2: Give another strong reason — try to include statistics or facts to support your point.

Counterargument: Mention the opposing view and explain why you disagree with it.

Conclusion: Summarize your opinion and end with a strong final thought or call to action.

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growth mindset!

Beteiligung am Unterrichtsgespräch (regelmäßige Beiträge, sprachliche Richtigkeit, nicht einfach Dinge wiederholen, sondern eigene Ideen/Meinungen/Interpretationen einbringen, sich auf andere beziehen (widersprechen, zustimmen, ausführen))

sorgfältiges Anfertigen von Hausaufgaben

Präsentieren von eigenen Ergebnissen / kreativen Aufgaben/ Hausaufgaben

Tests, mock exams

gute Teamarbeit

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The science of climate change: "An inconvenient truth" (2006)

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The science of climate change: "An inconvenient truth" (2006)

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These maps show the areas of greatest concern for experiencing severe climate-related impacts at 4°C global warming relative to pre-industrial levels (1850-1900). They highlight those regions where people may be exposed to severe climate-related impacts, and regions where multiple severe impacts may occur at similar times. Five types of impacts are shown: extreme heat stress, river flooding, fire weather, drought and food insecurity. Unless otherwise stated, population statistics refer to present-day population levels. Numerous other impacts related to human-induced climate change, such as risks to biodiversity and coastal flooding, are also of concern but not shown here.

Trends in climate impacts have also been observed in historical data. For more information please see our page on observed climate impact trends.

This map shows regions where multiple severe impacts may occur at similar times at 4°C of global warming above pre-industrial levels. These impacts include extreme heat stress risk, river flooding, drought and wildfire risk, overlaid with an indicator of present-day food insecurity. The regions in the callout boxes highlight locations of particular concern where multiple severe impacts coincide under 4°C global warming.

Human heat stress risk depends on both temperature and humidity, and is indicated using wet bulb globe temperature (WBGT). WBGT above 32°C is defined as "extreme risk". At this level, vulnerable members of the population, and those with physical, outdoor jobs are at greater risk of adverse health effects. The map shows areas where a WBGT greater than 32°C occurs for more than 10 days per year at 4°C global warming, in the ensemble mean of models from the 5th Coupled Model Intercomparison Project (CMIP5). The bar chart shows the global total number of people exposed at this level for the present day, 2°C and 4°C global warming, in relation to present-day population.

Heavy and/or prolonged rainfall can increase the likelihood of river flooding, alongside other human factors such as land use activities. The map shows selected major river basins with more than 1 million people per year projected to be affected by river flooding at 4°C global warming, using the ensemble mean of the HELIX climate projections and the LISFLOOD flood model, with present-day population and flood management measures. The bar chart shows the projected global number of people affected by river flooding in the present day, 2°C and 4°C global warming.

Hydrological drought is the relative reduction in the availability of water in rivers and can be defined using the Standardised Runoff Index (SRI). Here, severe and extreme drought is defined as the driest 24-day period of the year in the present climate. The map shows areas with more than a 25% increase in time under severe and extreme drought at 4°C global warming, in the ensemble mean of the HELIX climate projections. While the global average change in severe and extreme drought is close to zero, there are strong regional variations in the response of rainfall to climate change. For example, the bar chart shows the mean increase in time under this level of drought for the Mediterranean region.

The risk of wildfires increases under hot, dry, windy conditions, which can be quantified with the McArthur Forest Fire Danger Index (FFDI). The map shows where fire danger is projected to be "very high" or above (FFDI > 25) for more than 10 days per year at 4°C global warming, from the median of an ensemble of projections with the HadCM3C climate model. The bar chart shows the global land area at this level of risk for the present day, 2°C and 4°C global warming. Actual fire occurrence also depends on ignition, so this metric indicates fire weather rather than fire activity.

The map shows countries where more than 30% of the present-day population (2020) is exposed to moderate or severe food insecurity, as defined by the Food Insecurity Experience Scale. We use a present-day measure for this impact due to the challenges of estimating non-climate related future levels of exposure and vulnerability to food insecurity. Moderate food insecurity is generally associated with the inability to regularly eat healthy, nutritious diets. Severe food insecurity is strongly related to insufficient quantity of food and therefore undernourishment or hunger. While this indicator is purely related to present-day vulnerability factors, it is important to note that food production is closely influenced by climate hazards such as drought, heat stress, flooding and fire.

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Global impacts of climate change - projections

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Maps showing the areas of greatest concern for experiencing severe climate-related impacts at 4°C global warming relative to pre-industrial levels (1850-1900).

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The science of climate change: climate change crash course

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The science of climate change: climate change crash course

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Record podcast on climate change.

Complete language exercises.

Start learning vocabulary. Check pronunciation.

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Why are we so bad at thinking about climate change?

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Why are we so bad at thinking about climate change?

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Taking action on climate change: lifestyle changes

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Taking action on climate change: lifestyle changes

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Which personal action have you personally taken in response to the climate crisis. Which ones do you find the most difficult and why?

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"No Impact Man" - Official Trailer [HQ HD]

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The No Impact Man: A Lifestyle Experiment

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Calculate your environmental footprint and learn how you can reduce your impact with WWF's Footprint Calculator.

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8 Billion People, 2 Tonne Limit: The Climate Equation

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8 Billion People, 2 Tonne Limit: The Climate Equation

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With over 8.1 billion people on Earth in 2025, each person must emit no more than 2 tonnes of CO₂e per year to keep global warming below 1.5°C. This is the world’s carbon budget divided fairly

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BBC Inside Out | 21.10.2019 | Extinction Rebellion

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designing a climate campaign                                                                                                                                                               Td

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Leonardo Di Caprio's speech on climate change

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Leonardo Di Caprio's speech on climate change

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Leonardo DiCaprio, High-level Signature Ceremony for the Paris Agreement

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Task: Please read part 1 and part 2 over the holidays and take notes (see worksheet below).

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Reread chapters 10-20. Collect information and quotes on The Help and The Others. Fill in the table:

group 1: chapters 10-14

group 2: chapters 15-20

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1. Please pair up with someone form the other group and compare homework. Add notes to your table.

2. Write a short paragraph from the perspective of someone approaching the wall from the sea. How does this person perceive the structure?

Use metaphors and similes (etc.) and the narrative technique of inner thought to present the wall.

Use the third-person narrative perspective to talk about why this person has decided to go on this dangerous journey.

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Task: Watch the documentary and take notes on the following questions:

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Task: Watch the documentary and take notes on the following questions:

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1. List the problems that people on Kiribati face.

2. Describe the measures taken to protect the island.

3. How is problem of climate migration addressed?

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Kiribati: a drowning paradise in the South Pacific | DW Documentary

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Please watch the last 15 minutes of the documentary and take notes on the same questions

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Fleeing climate change — the real environmental disaster | DW Documentary

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Supporting the underground movement in "The Wall"

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Supporting the underground movement in "The Wall"

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How to write a mediation - 3 steps - a detailed look