Підручник Англійська мова 9 клас для спеціалізованих шкіл з поглибленим вивченням англійської мови - Л.В. Калініна - Генеза 2017 рік

Unit 2. Nature around us

2.4. Hope for our Environment

Word Bank

Phrase Bank

• option;

• volunteer;

• intensive.

• to come up with ideas;

• to include somebody (something) into...;

• to decide on;

• to leave something out;

• to inform about something over the radio.

Communication Box: How to discuss options

• Well, I think. is a better idea.

• True, true. It’s not that difficult.

• We can’t.otherwise.

• Let’s see what choice we have got.

• So we must.

• Ok. So we’ve decided on it.

• We should definitely. unless.

• Oh, it’s such a headache.

• Let’s look at the other side of.

• It sounds attractive.

• It’s time to.

• But it goes much further than that.

I. Go ahead!

Look at the photos and say which of the activities against the environment pollution you find the most important and why. In which of them did (or do) you take part?

Spring city cleaning

Whitewashing trees

Building bird houses

Planting new trees


Participation in Green Peace Maraphons

Example: Spring city cleaning is very important. We see how we pollute the environment in winter. I participate in it because it helps me to become environmentally conscious.

II. Reading

Read / listen to the dialogue of two friends and say what options they are discussing.

Ann: Hey, Helen. It’s so unusual to see you wandering in the street like that.

Helen: Hi, Ann. I’ve been strolling through the park with my classmates after a hard school day.

Ann: Right. We’ve really had so many intensive activities these days. By the way, have you been to the ecological congress?

Helen: Sure. It was a great event for all environmental activists!

Ann: Oh, it goes much further than that. It was a city-wide event. Unfortunately, our eco-club didn’t participate in it. I believe we must do something so as to improve its work.

Helen: Exactly. Let’s see what options we have got. We have 25 members in the eco-club and a special interest group “Green Fingers”. Enough to organise a new interesting ecological project.

Ann: It sounds attractive to me, but we should divide all the members into environmental groups: the more groups — the more options.

Helen: True, true. It’s not that difficult. Each group will come up with their ideas of environmental protection so as to contribute to the cause of preserving nature.

Ann: And we should definitely include our teachers into this project. They can give us a helping hand in organization and management.

Helen: OK, so we’ve decided on it. I’ll write it down so that not to forget it. Haven’t we left anything out?

Ann: Just one thing, we must put this information into the leaflet so that everybody could read.

Helen: Besides, we can inform all pupils about the project over the school radio. Maybe there will be more volunteers to join us.

Ann: That’s a good idea.

Helen: Settled then.

III. Language Track

From the dialogue, reproduce the conversation moves used for discussing options with correct sentence stress, following the pattern. Practise them with your partner.

Pattern: But it goes much further than that.

1. Study the difference in meaning. From the dialogue, reproduce the words in context and make up your own sentences by analogy

to wander - to walk without a specific purpose.

to stroll - to walk for pleasure and without any hurrying.

Example: I found her wandering in the park quite alone.

Example: They were strolling through the park chatting about old times.

2. From the dialogue, reproduce the following words and phrases in context. Interpret their meanings and illustrate with your own examples:

• a city-wide event;

• an ecological project;

• to come up with ideas;

• to contribute to...;

• to include;

• to give a helping hand;

• to decide on something;

• volunteers.

3. Look at the picture of Ann and Helen’s meeting of eco-club and decide what ideas for their new eco-project the pupils have come up with.

Example: I think some pupils came up with the ideas of organizing an ecological march. They are discussing the route of the march.

1. From the dialogue, reproduce the grammar items in bold and interpret their meanings.

2. Complete the instruction and illustrate it with your own examples:

• If you want to express the purpose of an action, use clauses of purpose which are introduced by.

3. Read what children say about their hopes for clean environment and explain what they should do to realise them. Add your hope in an empty speech bubble.

IV. Communication Track

1. Look at the photos and say how the pupils try to realize their hopes for clean environment.

2. In pairs, match initiations and responses given and complete the dialogue.

1. - Hi, Steve. Have you read an ad in the main hall?

A. I don’t think so. There is a better idea than this.

2. - Exactly. I think it’s a good idea to attract people’s attention to the environmental problems.

B. I have. You are sure to like it, as you are the greatest environmental activist in our class.

3. - Really? Can you share it?

C. With pleasure.

3. In the whole group, comment on the proverbs given in view of your hopes for a better environment.


a) Before you listen

You are going to listen to the story about the camp life of Canadian boys. Read the first sentences and try to predict the content of the story.

“The boys loved camp life in Ontario. There was so much to see and to learn”.

b) While you listen

Listen to the story and choose a correct answer to the questions.

1. What did the boys learn in the camp?

A. to boat and fish;

B. to handle a canoe and to swim;

C. to make a fire and put up a tent.

2. What did Sam Beaver teach the boys?

A. how to play tennis;

B. how to walk in the wood;

C. how to feed birds.

3. What did the boys see one day?

A. a skunk eating something;

B. a skunk watching them;

C. a skunk bumping into trees.

4. What happened to the skunk?

A. his head was stuck in a tin can;

B. his head was stuck in a jar;

C. his head was stuck in a trap.

5. What did Mr Brickle ask the boys not to do?

A. to keep the skunk at a distance;

B. to help the skunk;

C. to leave that place.

6. How did Sam free the skunk?

A. with the help of a long pole and a fishing line;

B. with the help of a big stick;

C. with the help of a tennis racket.

7. What did the skunk do when it became free?

A. it ran away into the wood;

B. it squirted at Mr Brickle;

C. it attacked the boys.

8. Why did Mr. Brickle fall?

A. he was frightened of the skunk;

B. the skunk squirted at him;

C. he protected the boys.

9. Why did the boys hold their noses?

A. because the air smelled strong of skunk;

B. because all children smelled;

C. because the skunk smelled strong.

10. What did Mr Brickle say in the long run?

A. that it would be a very memorable event;

B. that they would tell all children about it;

C. that he liked Sam’s help.

c) After you listen

In groups discuss with your friends what decisive measures should be taken to preserve animals. Rank them in order of importance.

Writing: Project

At the end of the unit design an ecological leaflet.

Your steps

1. Work in three groups and prepare for designing an ecological leaflet:

• Decide on the causes as in the format.

The Causes

a) Nuclear power station

b) Factory wastes

c) Cars’ gases

• Decide on the results, as in the format.

The Results

a) Climate Change

b) Acid Rains

c) Deforestation

2) Think of the title of the leaflet.

3) Present your leaflet to the class.

4) Listen to each group’s presentation and give your feedback in writing. Use the evaluation chart.

Evaluation Chart


Group 1

Group 2

Group 3

1. If the plot of the leaflet is exciting:

2. If the title corresponds to the content:

3. If the way of the presentation is good:

At Home: Search the Internet for a culture comparison.

1) What environmental movements have a strong impact on solving environmental problems in other countries? Are these movements typical of your country?

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