Αγγλικά - Προχωρημένοι (Β Γυμνασίου): Ηλεκτρονικό Βιβλίο

LESSON 18 • GOING ‘GREEN’

			Magazine: Rivers Poem: Banyan Tree Magazine: The Life of Trees

Lesson 18

‘Green’ schools

1.1	Every day you do things that affect the environment in different ways. Work in pairs to think of the activities you do and what kind of impact they have on the environment. e.g. Leaving the lights on when you leave a room wastes energy. Going to school on foot saves energy.

1.2	What do you think a ‘green’ school is? Is your school ‘green’? Why / Why not?

Steps towards a ‘greener’ school

2.1

Listen to three students who participated in eco-projects talk about what they did to make their
schools environmentally friendly. Match the speakers with the areas they worked on. There is an
extra one you do not need to use.

This text will be replaced

Speaker 1: ………………………
Speaker 2: ………………………
Speaker 3: ………………………

a. School Grounds
b. Healthy Living
c. Saving Water
d. Waste and Recycling

2.2	A group of students from the 2nd High school of Komotini worked on the theme of saving energy. They started their project by identifying the problems. Can you guess what problems they found?

2.3	Listen to a reporter from an international environmental newspaper interview the students about the project and the steps they took to complete it. Take down notes on the problems they found in their school. How many of the problems did you guess?

This text will be replaced

STEP 1: Identifying the problems

1. …………………………………………………………………………………..
2. …………………………………………………………………………………..
3. …………………………………………………………………………………..
4. …………………………………………………………………………………..
5. …………………………………………………………………………………..

UNIT 6

LESSON 18 • GOING ‘GREEN’

2.4	Read the rest of the interview and complete the “tree diagram” with notes on what the students did at each step.

This text will be replaced

Reporter:	Great! Now after identifying the problems, what was your second step?
Tina:	Well, we had to do a lot of research to get detailed information. For example, we found electrical bills and studied how much energy was consumed in the school. We estimated its value and then made charts and diagrams with our results.
Reporter:	That must have kept you busy! So, I gather the next step was taking action. Am I right?
Vicky:	Yes. We really got working! We wrote down a report and we announced it to students and teachers. We made sure the lights were turned off when classrooms were empty and we started to monitor the use of the lift. Only students who really need to, use it.

	Lena:	You forgot to say about the windows. We now keep them closed in the winter and we make sure that all our classmates are involved!
	Reporter:	Well, then I guess your job is done! Great work kids! Well done!
	Markos:	That’s not all. There was one final step. You see, after all the work we did, we wanted our community to know… we wanted to get everyone involved. Everyone has to be sensitised!

Reporter:	Of course! So, what did you do?
Markos:	First of all, we organised a drawing competition to involve students from other schools and we worked with our teachers to make bookmarks with ecological messages which we gave out. We also distributed lots of leaflets with information. Our school newspaper also ran articles about what we did and the local radio station interviewed us.
Reporter:	It must really be satisfying to know that with just a little effort, you have made a difference. Congratulations to you all.

UNIT 6

LESSON 18 • GOING ‘GREEN’

2.5	The students have to write an eco-code to put up in their classrooms. Can you help them?

UNIT 6

LESSON 18 • GOING ‘GREEN’

Language focus

3.1	Look at the following sentence. Unless we realise the importance of saving energy, we will run out of natural resources soon.

This is a ‘Type 1’ conditional although it has no ‘if’ in it.
Guess which part is the if-clause and underline it. Which word means ‘if … not’?

3.2	Match column A with column B to make correct ‘Type 1’ conditionals using unless instead of if … not.

A	Β
1. If people don’t use water wisely 2. If we don’t use public transport 3. If we don’t recycle paper 4. If people don’t use bikes more often 5. If people don’t stop polluting their environment	a. the world / not become a better place b. we / cut down all our forests c. we / not save petrol d. our cities / suffocate e. it / run out soon

e.g. (1e) - Unless people use water wisely, it will run out soon.
2. …………………………………………………………………………………………………
3. …………………………………………………………………………………………………
4. …………………………………………………………………………………………………
5. …………………………………………………………………………………………………

3.3	Read the following sentences.

Huge forest areas are burnt every year. As a result, many
animals lose their habitats.
We should plant trees in order to make cities look better.
We should use environmentally friendly products to protect
the ozone layer.
People don’t recycle as much as they should. Therefore,
natural resources will run out soon.

Look at the words in bold.

Which ones are used to show result? …………………………………........
Which ones are used to show purpose? ……………………………..........

3.4	Can you complete the sentences below?

Install solar panels on your roof in order to …………………
…………………..…………………………………………….
Plant a large tree near your home. As a result, ……………
…………………..…………………………………………….
People don’t use public transport much. Therefore, ………
…………………..…………………………………………….
Use recycled products to …………………………………...
…………………………………………………………………

Grammar Reference, pp. 173-174

UNIT 6

LESSON 18 • GOING ‘GREEN’

Celebrate the beauty of nature

A school in Ireland participating in the Eco-Schools project
worked on the conservation of the environment. As part of the
action they took, they wrote haikus celebrating the beauty of
nature.

Haiku is a type of poetry from the Japanese culture. Haiku
poets write about everyday things and their themes include
nature, feelings or experiences. They use simple words and grammar.

A Haiku has 3 short lines. The first line contains 5 syllables, the second line contains 7 syllables and
the third line 5 syllables. Haiku doesn’t rhyme. It must ‘paint’ a mental picture in the reader’s mind

.
Look at the following Haiku and try to mark the syllables with your pencil.

RAIN
Soft whispers of rain
Falling from white, cotton clouds.
They touch the earth’s face.

(5 syllables)

(7 syllables)

(5 syllables)

Now, look at some more Haikus. One has the 7-syllable line missing and the other has one 5-syllable
line missing. Use your imagination to fill them in.

Yellow sunflowers
…………………………………….
Moving in the wind.

Cool ocean water
Splashing and pounding the shore,
…………………………………

WRITING A HAIKU

Now it’s your turn to write your very own haiku.

THEME	Pick your theme. Nature is an easy theme to begin with, since it has many images. Look at pictures of nature to get inspired!
MOOD	What is the ‘mood’ or feeling you want to create? Happy? Sad? Reflective?
LANGUAGE	Think of images and descriptive words that describe your theme. Use all your senses! Jot down the words as they come into your mind.
THE POEM	The final step is to put your ideas on the haiku ‘frame’: 3 lines, 5, 7 and 5 syllables. When you are satisfied with the result, read it aloud. Can you ‘see’ a picture in your mind?
PUBLISHING	Type your haiku in a font that you feel suits it, or write it out clearly. Illustrate your poem, or if you are computer ‘talented’, draw it on your computer.

UNIT 6

LESSON 18 • GOING ‘GREEN’

Project time: Towards a healthier,
fitter and ‘greener’ school!!!

What can you do to make your school a healthier, fitter
and more beautiful place for everyone?

1.	Get into groups and choose the topic you want to work on. Consider the following:

Health and eating habits
Sports and exercise
Waste and litter
Energy
School grounds

2.	Go round your school and identify areas that are problematic. If possible, take photos that clearly show the problems.

3.	Discuss with your group what you can do about the problems. Make an action plan.

4.	Take action to make a difference. You can: organise a healthy eating day / week make organic compost for your school garden organise ‘active breaks’ plant flowers and trees install recycling bins make and put up banners to inform other students about the problems

5.	Inform the community. You can: take photos that show how the situation has improved. Exhibit your ‘before’ and ‘after’ photos side by side onto posters and accompany them with captions that describe the action you took. compile your work onto a CD-Rom and present it on your web site.

UNIT 6

SELF-ASSESSMENT

Unit 6

1. Vocabulary

Read the sentences and complete the puzzle.
What’s the hidden word?

Exercising makes you fitter and more
…………….. .
Good eating habits contribute to your health
and …………………… .
Fish ……….. us with necessary proteins.
Eco-programmes ………………….. young
people about environmental issues.
These are special cameras that ………………
the speed of vehicles on highways.
Try to ……………… plenty of fruit and
vegetables each day.
We should ………… the use of cars in the
historical centre of the city.
Everyone in the …………………… should get
involved in recycling.
The use of natural gas will help reduce
carbon dioxide ……………..
There is a lot of …………………… in the
centres of all major cities.
You should be ………… in order to keep fit.

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2. Language focus

2.1	Find the mistakes and correct them. There is one correct sentence.

He would be fitter if he takes some exercise.
What did you eat if you were a vegetarian?
If you have breakfast, you feel energetic during
the day.

Unless we don’t use public transport, the smog in our city will not decrease.
If we didn’t pollute our oceans, the fish wouldn’t
died.

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2.2	Put the verbs in brackets in the correct tense.

The town …………… (be) cleaner if we don’t
litter.
If she had time, she ……………. (cook) dinner
tonight.
What would you do if you …………….. (have to)
lose weight?
I …………. (come) to the restaurant if I could,
but I’m very busy.
If he ………….. (not / change) his diet, he’ll have
health problems.

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2.3	Combine the sentences using the words in brackets.

We buy environmentally friendly products. We
want to save the environment. (in order to)
…….……………………………………….
We are using up all our natural resources. Our
planet is in danger. (as a result)
…….……………………………………….
Seals are killed for their skin and meat. They’re
becoming extinct. (therefore)
…….……………………………………….
He wants to keep fit. He takes regular exercise.
(to)
…….……………………………………….

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3. Everyday English

Complete the exchanges with phrases from
the box.

a. What should I do
c. If I were you
e. you should see

b. What’s the matter
d. I’ll try that

UNIT 6

SELF-ASSESSMENT

A:	You don’t look well. (1) ……………………. ?
B:	My back hurts. I worked on the computer for three days.
A:	Oh dear! Did you get any rest?
B:	I did, but it still hurts. (2) ………………..?
A:	(3)………………….., I’d take a warm bath.
B:	Yes, (4) …………………. .
A:	I also think (5) ……………………. a doctor. He’ll tell you what to do.
B:	Yes, that’s a good idea. Thanks for the advice.
A:	Not at all. Get well soon.

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4. Writing

Your English-speaking friend is taking end-ofterm
exams. He / She can’t sleep at nights
because he / she feels very stressed and finds it
difficult to concentrate in the morning. Write a
short e-mail to your friend to give him / her advice
and encouragement (about 100 words).
..................................................................................
............................................................................…
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................

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Work by yourself and tick the sentences that are true for you. You can discuss your answers in class.

Learning Grammar

When learning new grammar,

I study example sentences with the new grammar structure.
I work out the rules and study them to learn the new form and its uses.
I look at the Grammar Reference to learn more about the new structure.
I write some example sentences to practise it.
I do a lot of activities to practise it.
I use it as often as I can.
I don’t worry if I make mistakes. They are part of the learning process.
other ………………………………….

Look back at the grammar you did in Lessons 16, 17 and 18. Did you have any problems? Was it easy
or difficult to use? What can you do to learn grammar easily? Discuss in class.

Reflecting on your Learning

Tick the sentences that are true for you.

At the end of Lessons 16, 17 and 18, I think I can

talk about eating habits
talk about environmental issues
talk about possible future situations and
imaginary present situations
organise information in a tree diagram

analyse the results of a survey
write an e-mail to a friend to give advice
and make suggestions
write a haiku
take action to improve my school
environment

UNIT 6