Biodiversity：練習問題

In the 'Nature and Environment' module, which non-language arts enrichment component is explicitly suggested to be incorporated into the study of Biodiversity?

When exploring Biodiversity within the 'Nature and Environment' module, which activity is recommended to help students connect English language learning with the enrichment element of Debating?

According to the suggested modules for the senior secondary level, which of the following activities is specifically listed as a way for students to explore the topic of Biodiversity?

According to the Biodiversity unit in the senior secondary English curriculum, what is one specific writing task students might undertake to encourage the public to "re-use, reduce and recycle"?

Explain how participating in a "Beach Clean Up Campaign" helps students achieve their English learning targets while addressing topics in Biodiversity.

In the context of the debate between environmental conservation and economic development, explain how the use of an objective tone and subject-specific terminologies (e.g., 'ecosystem services' or 'habitat fragmentation') in academic reports strengthens the argument for preserving biodiversity.

You are editing a promotional brochure for a local nature reserve. You need to write a short introductory section for the page titled "The Importance of Our Species."

(a) Provide a definition of the term "biodiversity" that would be easy for the general public to understand. (1 mark)

(b) List two "ecosystem services" (e.g., related to food, medicine, or climate) that humans benefit from when a high level of biodiversity is preserved. (2 marks)

As part of the "Nature and Environment" module, you are practicing the academic use of English by writing a summary of a report on environmental conservation.

(a) Academic texts often use the passive voice to create an objective tone. Rewrite the following sentence using the passive voice: "Extensive deforestation is currently threatening the survival of several rare mammal species." (1 mark)

(b) Using the subject-specific terminology mentioned in your curriculum, explain one major difference between a "biodiversity hotspot" and a "conservation park." (2 marks)

(c) Suggest two practical ways that individual students can contribute to the preservation of local biodiversity within their own school campus. (2 marks)