Підручник Англійська мова (9-й рік навчання) - Алла Несвіт - Генеза 2017 рік

Unit 3 Environment and Greener Living

Lesson 9. Sustainable Development

1. Work individually. Answer the questions in the quiz given below. Draw a chart in your exercise book and take notes.



Do you keep household waste to a minimum at home?


Do you keep paper, glass or aluminium cans for recycling?


Do you (your parents) buy organic food?


Do you reuse plastic bags?


Do you buy drinks in reusable bottles?


Do you control the way you use soap, washing powder and other cosmetics?


Do you turn off the light when you leave your room?


Do you try to save water while you’re washing up or brushing your teeth?


Do you use public transport instead of a car in order to reduce pollution?


Do you try to talk to your friends about the importance of the environment?

Yes, I Do.

No, I Don’t.

2. Work in pairs or in small groups. Compare and discuss your answers to Ex. 1 with your friend(s). Go into details and support your answer with the examples from your personal experience.

A:I don’t think that we ask ourselves these questions rather often but we have to. As for me, I pay attention to buying products which have been recycled and I always ask the shop assistants not to put the products into plastic bags for me. I rather put them into a box or a carrier bag. …

3. Read and complete a letter from the Internet blog with the words from the box. Say what Ivan suggests doing to save the environment.

• grow • change • vegetation • waste • animals • planet • hands plant • reduce • human beings • carbon dioxide (x2) •

By Ivan on August 15, 20

1 comment

In order to (1) …. the amount of carbon dioxide, we should increase (2) …. cover. The best method is to (3) …. and influence everybody in a society to plant trillions of trees.

Climate (4) …. is a threat to the survival of all (5) ….. and (6) …. . This change is synonymous to the increasing levels of (7) …. in the atmosphere. By planting trees we are doing the opposite. These trees absorb (8) …. and store it. Plenty of carbon dioxide also makes these trees (9) …. fast. We shouldn't (10) …. time but act as fast as possible. The time to act is now but not tomorrow. So let us join (11) …. together and make the change come true-planting trillions of trees for the (12) …. . By doing so we shall have a happy future.

4. Work individually or in pairs. Use a dictionary to work out the meaning of the words from the box.

Vocabulary File

• sustainable • to encourage people to do something • to share cars • to persuade somebody to do something • to be less wasteful • packaged goods • to recycle something • renewable energy • to replant trees and hedges • to compost •

b) Look at the picture and match the numbers (1-9) with the word combinations (a-i) on p. 84. Then say how people should change the way they live?


People should use less packaging when they buy food. Etc.

a) To encourage people to make greater use of public transport or share cars;

b) to persuade people to be less wasteful;

c) to use less packaging;

d) to recycle glass, cans and newspapers;

e) to use bikes rather than cars;

f) to use renewable energy such as wind and solar energy;

g) to replant trees and hedges;

h) to use more of less damaging products in the home and garden;

i) to compost the kitchen waste and garden cuttings.

Conversation Lab

5. Read and act out the situation.

You are taking part in the conference devoted to the problems of the environmental protection. Study the information and the phrases from Ex. 4, and make a short presentation about a sustainable community. Start like this:

Nowadays more people believe that all future development should be sustainable. This means that it should not damage or harm the environment for future generations. Look at this scheme. The questions of major concern are… Etc.

6. Read and complete the text. Put the verbs in brackets into the correct tense form and voice.

I (1) …. (to be) in Year 9 at college in Sale. One day at the lesson of Science we (2) …. (to make) an experiment called Down the Drain. We (3) …. (to have) a tub of water, and we (4) …. (to put) in it all the different substances that pollute our water. It (5) …. (to be) horrifying to see how bad the state of the water was once we (6) …. (to finish). In our next lesson we (7) …. (to put) our polluted water through a simulated water cycle; when the water (8) …. (to come out) the other end it (9) …. (to be) clean and pure, but we (10) …. (to learn) that all the water can never be made reusable. This experiment (11) …. (to be) a great one, and the teachers (12) …. (should, to congratulate) on giving us such a great opportunity to learn during this unit about pollution, global warming, climate change and the creation of our Earth; I (13) …. (to think) more young children (14) …. (should, to give) this opportunity as we are the future and without the knowledge of what is wrong we can do nothing to change it.

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