Mini-Debates

The Kyoto
Protocol
Pre-Reading
A. Warm-Up Questions

1. Do you usually use public transit or drive a car?

2. What is global warming? Do you

know what causes global warming?

3. Why is global warming a problem?

Do you worry about global warming
and other environmental problems?

4. Do you think many governments are

trying to deal with global warming?

5. Have you heard of the Kyoto Protocol,

the international agreement that
deals with global warming?

B. Vocabulary Preview

Match the words on the left with the correct meanings on the right.

1. trap a) a goal, an objective

2. precipitation b) to promise
3. drought c) required according to the law
4. devastating d) results, effects
5. reduce e) to lessen, to decrease
6. legally binding f) necessary, critical, very important
7. pledge g) to catch
8. crucial h) terrible
9. target i) a continuous period of no rain
10. consequences j) rain or snow

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 The Kyoto Protocol
Mini-Debates

Reading
1. The 1997 Kyoto Protocol is an international 5. In February 2005, 30 industrialized countries
agreement that deals with global warming. Global started to limit or reduce their greenhouse
warming is caused by an increase in greenhouse emissions to meet the scientific targets set out
gases in the earth’s atmosphere. for them by the protocol. The goal was to reduce
greenhouse gases by 5% by 2012. Countries
2. Greenhouse gases are produced by the industrial
that had not produced significant amounts of
activities of developed nations, mainly from
greenhouse gases in the past, including India and
burning oil, gas, and coal. When these gases
China, would be expected to participate in the
collect in the atmosphere, they trap heat
protocol as they become more industrialized.
near the earth’s surface and cause the global
temperature to rise. This increase in temperature 6. While Canada was one of the first to sign the
can produce changes in wind patterns and protocol, its greenhouse gas emissions rose
precipitation. These changes can lead to severe significantly. In 2011, prior to the expiry of Kyoto,
weather such as droughts, floods, or powerful Canada pulled out of its commitment. In 2012,
hurricanes that can have devastating social Australia, the European Union, and several
and economic consequences. developing nations agreed to work toward a
replacement treaty. The proposed goal was to
3. The Kyoto Protocol was created to encourage
prevent global temperatures from ever rising
countries to reduce the amount of greenhouse
more than two degrees Celsius. However, Canada,
gases they produce and to become more energy
the US, Japan, and Russia refused to sign on to
efficient and socially responsible. To be legally
Kyoto’s extension.
binding, the protocol had to be signed by 55
countries that produced 55% of the industrialized
world’s greenhouse gases in 1990. “We will act, learn, and act again,
4. Several countries, including Canada, Japan, and adjusting our approaches
the European Union, signed the protocol, but there
was concern that the required numbers to make
as science advances and
it legally binding would not be reached. However, technology evolves.”
Russia’s decision to sign the protocol in September —President George W. Bush, 2001,
2004 ensured it would take effect. In return, the regarding the US rejection of the Kyoto Protocol
European Union pledged to support Russia’s
application to join the World Trade Organization.
Russia’s signature was crucial because both
the United States and Australia refused to ratify
the protocol.

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 The Kyoto Protocol
Mini-Debates

Comprehension
Discuss these questions in pairs, and write the answers below.

1. How are greenhouse gases produced, 4. What was required to make

and how do they cause global warming? the agreement legally binding?

2. What problems can global warming cause? 5. Which industrialized countries

did not sign this agreement?

3. Why was the Kyoto Protocol created?

Vocabulary Review
Complete the sentences using a word from the vocabulary
list on page 1. You may need to change the word form.

1. We have had no for two months. The land is very dry.

2. The destruction from the earthquake was .

3. Governments are trying to the amount of industrial pollution.

4. If there is another serious in Africa, many people will die.

5. It is for everyone to recycle in order to cut down on pollution.

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 The Kyoto Protocol
Mini-Debates

Discuss
Work with a partner or in small groups. Discuss the following questions.

1. Why do you think Russia finally agreed to sign the Kyoto Protocol?

2. Do you think governments should do more to

prevent industries from polluting the environment?

3. If companies are not forced by law to reduce pollution and

harmful emissions, do you think they will do so voluntarily?

4. Why do you think the United States and

Australia refused to sign the Kyoto Protocol?

5. What new technological developments are helping to reduce pollution?

Debate
Below are two topics to debate in small groups or pairs.
Your teacher will tell you if you will be debating for or against the idea.
You will have ten minutes to prepare your arguments.

TOPIC #1 TOPIC #2

To reduce automobile pollution, governments Governments should increase environmental

should substantially increase taxes on cars restrictions on industry, even if this leads to
that are not energy efficient. increased unemployment.

Write
Choose one of the questions from the Discuss section above.
Then write a paragraph in your notebook stating your own opinion.

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 The Kyoto Protocol
Mini-Debates

Useful Expressions and Transitions for Debating

Agreeing and Disagreeing Expressing an Opinion

• That doesn’t take away from the fact that... • In my honest opinion...
• That’s beside the point. • It is my belief that...
• With all due respect... • From my experience...
• I agree with you there. • From where I look at it...
• I agree with ---- (name). • From my point of view...
• I see your point, but...
• That may be true, but...
Clarifying / Rephrasing
• We’re going to have to agree to disagree.
• I get/see where you’re coming from, but... • Let’s be clear here...
• I’m afraid I disagree entirely. • I think you misunderstood what I said.
• I’m afraid I’d have to disagree. • What I said was... (repeat a point
• I agree to some extent, but... that was misunderstood or confused)
• I disagree with you there. • What I meant to say was...
• Pardon me for disagreeing, but... (rephrase something in a way that is clearer)
• In other words...
• What I was trying to say
Interrupting / Asking to Contribute
before I was interrupted is that...
• I hate to interrupt, but...
• If I may come in here...
Summarizing / Concluding
• I’d like to add something.
• Would you like to contribute something? • So let me get this straight. You think...
• I’d like to raise a point. • To conclude...
• If I could speak for a moment... • I’d just like to summarize by saying...
• I’d like to cut in here. • Finally, I’d like to reiterate that...
• You haven’t answered my question. • It’s time to take stock of what we’ve heard today.
• Both sides have some valid points.
• The stronger argument/team today is...
Persuading

• Can you see where I’m coming from?

• I challenge you to give this a try/chance.
• I want you to see it my way.
• Put yourself in my shoes.
• Am I getting through to you?

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 The Kyoto Protocol
Mini-Debates

Answer Key
LESSON DESCRIPTION: LEVEL: Int

In this lesson, students learn a brief history of the Kyoto Protocol. TIME: 1.5 – 2 hours
They learn new vocabulary and expressions and use these to
TAGS: Kyoto Protocol, Kyoto, global warming,
debate some related environmental issues.
pollution, environment, earth, green, US,
Japan, Bush, debate, discuss

Pre-Reading Vocabulary Review

A. WARM-UP QUESTIONS 1. precipitation 3. reduce 5. crucial

2. devastating 4. drought
This discussion can be done as a class or in small groups or pairs.

Discuss
B. VOCABULARY PREVIEW

1. g 3. i 5. e 7. b 9. a Have students discuss in small groups or pairs. Answers will vary.

2. j 4. h 6. c 8. f 10. d

Debate
Reading
Review language used in debates (see page 5). Then divide students
Read individually, in small groups, or as a class. Help your students into pairs or groups, with some arguing for and others arguing against
with vocabulary and expressions that they are unfamiliar with. one or both of the topics. Alternatively, allow students to choose one
topic to debate as a class. If all students want to argue the same side,

Comprehension assign some students to be on the other side of the debate. Give
students time to practice making statements about their opinions.

1. Greenhouse gases are produced by the industrial activities of Remind students to defend their opinions with real-life examples
developed nations, mainly from burning oil, gas, and coal. When and details. They may also need to be reminded to respect the
these gases collect in the atmosphere, they trap heat near the opinions of others. You could also practice interrupting politely.
earth’s surface and cause the global temperature to rise. (See our Functional English lesson plan on Interrupting.) Consult our
2. Global warming can lead to severe weather such Teachers’ Notes for more ideas on using ESL Library’s Mini-Debates
as droughts, floods, or powerful hurricanes that can in the classroom.
have devastating social and economic consequences.
3. The Kyoto Protocol was created to encourage countries
to reduce the amount of greenhouse gases they produce
Write Answers will vary.

and to become more energy efficient and socially responsible.

4. To be legally binding, the protocol had to be signed SPELLING NOTE:

by 55 countries that produced 55% of the industrialized

This lesson shows the American and Canadian spelling of the
world’s greenhouse gases in 1990.
word Toward. Most other English-speaking countries spell it this
5. The United States and Australia refused to ratify the protocol.
way: Towards. Make it a challenge for your students to find this
word in the lesson and see if they know the alternate spelling.

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