βUse an object again instead of throwing it away.β
βUse less electricity, water or material.β
8.9 Β· Cause & Effect
Because / so / as a result π
The city added more bike lanes, ___ more people started cycling.
Air quality improved ___ there were fewer cars in the center.
8.10 Β· Pronunciation Shadow
Environmental ideas with rhythm ποΈ
8.11 Β· Mini Dialogue
What should the school change? π
S Our school uses a lot of disposable plastic. M I know. We should start with the cafeteria. S What could we change? M We could encourage reusable bottles and add more water stations. S That might reduce a lot of waste. M Exactly. If students have an easy alternative, more people will use it.
They suggest reusable bottles and more water stations.
8.12 Β· Should / Could / Might
Solutions and possibility π‘
We ___ plant more trees near the playground.
We ___ organize a monthly recycling day.
This change ___ reduce energy use.
8.13 Β· Listening 2
Transport choices π§π₯
What problem is the speaker discussing?
Which alternative does the speaker mention?
What benefit is mentioned?
What can we infer?
8.14 Β· Reading 1
A School That Reduced Waste π
At the beginning of the year, students at Colegio Horizonte noticed that the school cafeteria produced a large amount of plastic waste every day. Most drinks came in disposable cups, and many students bought bottled water several times a week. A student group suggested a simple plan. The school installed two water refill stations, and students were encouraged to bring reusable bottles. The cafeteria also started using fewer disposable containers. During the first month, the change was slow because many students forgot their bottles. After several weeks, however, more students joined the program. By the end of the term, the school was using much less single-use plastic. The project did not eliminate all waste, but it showed that practical changes can influence everyday habits.
What problem did the students notice?
What did the school install?
The program worked perfectly from the first day.
What is the main lesson?
8.15 Β· Compare Solutions
Which option has more impact? βοΈ
Which solution is likely to reduce more plastic waste at school?
Which sentence compares impact?
8.16 Β· Real Response
Support an environmental idea π¬
βWhat could our school do to save energy?β
8.17 Β· Vocabulary: Sustainability
Think long term π±
Which word best describes using resources in a way that can continue over time?
Which phrase means reducing unnecessary use of electricity or water?
βIf people will recycle more, we can reduce waste.β
8.21 Β· Reading 2
Can Small Actions Really Matter? π
Environmental problems can feel too large for one person to solve. Climate change, air pollution and waste involve governments, companies and entire communities. Because of this, some people believe individual actions do not matter. However, personal choices can still have value when they become part of a larger pattern. One person using a reusable bottle will not transform a city, but thousands of people doing the same thing can reduce waste. Individual actions can also influence others. When schools, families and local groups make sustainable choices visible, they can help create new social habits. Personal action is not a replacement for larger policies, but it can support wider change and make environmental responsibility part of everyday life.
What is the main idea?
Why do some people think personal actions do not matter?
What example does the text give?
What does the text say about personal action and policy?
8.22 Β· Pronunciation Focus
Environmental proposals ποΈ
8.23 Β· Structure Review
Quantity + comparison + condition π§
This area has ___ green space than before.
There is ___ traffic during the afternoon.
If we improve public transport, some people ___ use their cars less.
8.24 Β· Conversation Memory
Listen, remember, answer π§
Which details did you hear?
8.25 Β· Pair Mission
Environmental problem-solving π₯
PAIR CHALLENGE
Choose one environmental issue at school or in your community. Student A explains the problem and one cause. Student B proposes two realistic solutions and predicts one possible result. Then switch roles.
8.26 Β· Listening Boss
Environment detective π§π₯
Which summary is correct?
8.27 Β· Real English
Natural sustainability phrases π¬
Every little bit helps.
We need a long-term solution.
You want to say that small positive actions are still useful.
8.28 Β· Final Speaking Mission
Our Changing Planet ποΈπ±
FINAL SPEAKING
Talk for 45β60 seconds about one environmental issue. Describe the problem, compare the situation now with the past, explain one cause, propose two realistic solutions, and predict what may happen if people actβor if they do nothing.
8.29 Β· Final Challenge
Choose the strongest environmental response π
Which response is the most complete?
ππ±ππ¨π΄
UNIT 8 COMPLETE!
You can describe environmental change, explain causes and consequences, and propose realistic sustainable solutions.