✅ Unit 6: Environmental Laws and Global Action

🧩 Grammar: Zero & First Conditionals

💬 Activity: Group discussion – “Laws That Could Save the Planet”
📘 Reading: Who Is Responsible for the Planet?
✍️Writing: What is an essay? (difference from paragraph, essay structure)
🎯 Focus: Rules, responsibility, essay writing intro
🌍 SDG Links: SDG 13 (Climate Action), SDG 16 (Peace, Justice & Strong Institutions), SDG 17
(Partnerships)

💬 Warm-Up Discussion (Pair/Group)

1. Which environmental problems should be solved by laws, and which by people’s
choices?
2. If your city banned single-use plastic, how would daily life change?
3. Who is most responsible for climate action: governments, companies, or citizens? Why?
4. What international agreements about the environment do you know?
5. Which “small law” at your university/school could reduce emissions fast?

📖 Reading Text
Who Is Responsible for the Planet?
When the air is polluted and the oceans are full of plastic, who should fix the problem? Many
people point to governments and say, “Pass stronger laws.” Others look at companies and say,
“Change your products.” But individuals also make daily choices that affect the planet.

Governments create and enforce environmental laws. If factories release toxic smoke,
governments can require filters and set strict emission limits. If forests disappear, they can pass
laws that protect ecosystems and fine illegal loggers. National policies can shift whole markets
by giving clean energy subsidies and taxing high-carbon activities.

Companies also carry major responsibility. If a company designs products that cannot be
recycled, waste increases. If it chooses renewable energy, emissions fall. Corporate reporting and
transparency laws push businesses to measure and reduce their environmental impact. When
companies improve supply chains, the benefits spread across countries.

Individuals matter, too. If people separate waste correctly, recycle, and choose public transport,
pollution drops. If consumers demand greener products, companies listen. Citizens can also vote
for leaders who support climate action and hold them accountable.
However, acting alone is not enough. Environmental problems cross borders. Air pollution
moves with the wind; rivers flow into oceans; greenhouse gases warm the entire planet. This is
why international cooperation is essential. Global agreements help countries set shared targets,
monitor progress, and support poorer nations with finance and technology. When governments,
companies, and individuals all act together, real change becomes possible.

Main idea: Responsibility for the planet is shared—laws, business practices, and personal
choices must work together through local and global action.

Vocabulary Bank
Word / Phrase Part of Speech Definition
enforce verb Make sure a law or rule is followed
emissions noun Gases released into the air (e.g., CO₂)
subsidy noun Money from the government to support an activity
transparency noun Openness; sharing information clearly
supply chain noun phrase The steps to make and deliver a product
accountability noun Responsibility to explain actions and accept results
ecosystem noun A community of living things and their environment
regulation noun A rule made by an authority
compliance noun Following a rule or law
penalty / fine noun Money paid as punishment for breaking a rule
carbon tax noun phrase A tax on activities that release CO₂
renewable energy noun phrase Energy from sources that don’t run out (sun, wind)
deforestation noun Cutting down forests
biodiversity noun Variety of plants and animals in an area
treaty noun A formal agreement between countries
monitor verb Watch and check progress regularly
phase out phrasal verb Gradually stop using something
stakeholder noun A person/group affected by a decision
legislation noun A set of laws
civic action noun phrase Actions by citizens to influence decisions
advocacy noun Public support for a cause or policy
sanction noun Official punishment for not following rules
mandate verb/noun To require by law / an official order
lifecycle noun Stages of a product from creation to disposal
implement verb Put a plan or law into action
global cooperation noun phrase Countries working together on shared goals
While-Reading Tasks
1. Skim the Text (Main Idea)
Choose the best title:
a) Individuals Are the Only Solution
b) How Laws, Business, and People Share Responsibility
c) Why Companies Cannot Change
✍️Answer: _____________________________

2. Scan for Details (Underline in the text.)

• One example of a government policy: ______________________________
• One way companies can cut emissions: ______________________________
• One reason global cooperation is necessary: ______________________________

3. True or False – With Proof

1. Companies have no control over emissions. T / F → Evidence: __________________

2. Citizens can influence companies through their choices. T / F → Evidence:
__________________
3. Global problems can be solved by one country alone. T / F → Evidence:
__________________
4. Laws can protect forests from illegal logging. T / F → Evidence: __________________

4. Graphic Organizer – Responsibility Map

Actor What They Can Do Tools/Methods Example Impact

Government
Companies
Individuals
International Orgs

🔹 Post-Reading Tasks
5. Problem–Solution Matching

Problems:

1. Factories release toxic smoke

2. Products create non-recyclable waste
3. Climate change crosses borders

Solutions:
a) International agreements with shared targets
b) Government emission limits & filters
c) Redesign products; report impact

✍️1 → ___, 2 → ___, 3 → ___

Creative Response – Mini Poster

Include: • One law (e.g., carbon tax) • One action (e.g., switch to public transport) • One message
(e.g., “Strong Laws, Clean Air!”)

Task A – Multiple Choice (Reading Section

Part 1 style)
1. According to the text, why are laws important?
a) They replace personal choices
b) They can change whole markets and reduce pollution ✅
c) They make products cheaper
d) They end international cooperation
2. What pushes companies to reduce impact?
a) Lack of competition
b) Transparency and reporting rules ✅
c) Fewer consumers
d) Higher fossil fuel subsidies
3. Why are individuals still important?
a) They can ban products at home
b) Their choices and votes influence companies and laws ✅
c) They monitor other countries
d) They write international treaties
4. Why is global cooperation needed?
a) Environmental problems never cross borders
b) Some countries are too small to act alone ✅
c) Companies don’t sell across borders
d) Treaties replace national laws
5. What happens when governments, companies, and citizens act together?
a) Action becomes impossible
b) Real, scalable change can happen ✅
c) Only local change happens
d) Companies lose all profits
6. Which is an example of a government tool in the text?
a) Product packaging
b) Clean energy subsidies ✅
c) Private advertising
d) Personal diaries
 7. What company decision directly cuts emissions?
a) Avoiding transparency
b) Choosing renewable energy ✅
c) Hiring fewer workers
d) Selling more disposable items
8. What is the central claim of the text?
a) Only individual actions matter
b) Responsibility is shared across laws, business, and citizens ✅
c) Companies should act alone
d) Treaties are unnecessary

Task B – Matching Information (IELTS style)

1. Government → ___
2. Companies → ___
3. Individuals → ___
4. International cooperation → ___

Options:
a. Demand greener products, vote for action
b. Shared targets, finance, and technology
c. Emission limits, ecosystem protection, penalties
d. Redesign, report, and switch to renewables

Task C – Sentence Completion (≤ THREE

WORDS)
1. Governments can set __________ for factories.
2. Companies reduce emissions by using __________.
3. Citizens influence policy by __________.
4. Global problems require __________.

Task D – True / False / Not Given

1. Transparency laws can push companies to measure their impact. _______
2. Individuals cannot affect corporate behavior. _______
 3. Air pollution stays inside national borders. _______
4. International treaties help countries track progress. _______

Task E – Short Answer (≤ THREE WORDS)

1. What tax can shift high-carbon activities?
2. Who can fine illegal loggers?
3. What kind of energy should firms choose?
4. What do citizens do to hold leaders responsible?

🛠 Project Suggestions – Unit 6

1. City Climate Law Brief (2 pages) – Draft a simple local rule (e.g., “Clean Buses by
2030”). Include goal, timeline, who enforces, penalties, and expected impact. (SDG 13,
16)
2. Company Audit Pitch (Slides) – Choose a product; map its lifecycle; propose two
policy-driven changes (e.g., recycled content mandate + disclosure). (SDG 12, 13)
3. Civic Action Plan (Poster + 1-min pitch) – How can students advocate for one campus
rule (e.g., renewable electricity contract)? (SDG 16, 17)
4. Treaty Simulation (Role-play) – Teams represent countries; negotiate a shared
emissions target and finance mechanism. (SDG 13, 17)
5. “If… then…” Campaign – Create 5 zero/first conditional slogans linking rules to
outcomes (e.g., “If we ban single-use cups, then waste falls by 30%”). (SDG 13)

Vocabulary Activities
1) Match the Word to Its Definition

1. Regulation
2. Compliance
3. Penalty
4. Transparency
5. Carbon tax
6. Treaty
7. Accountability
Options: a) Following rules b) Openness of information c) Formal agreement between countries
d) Tax on CO₂ activities e) Responsibility for outcomes f) Rule made by authority g) Money
punishment

✍️Answers: 1→f, 2→a, 3→g, 4→b, 5→d, 6→c, 7→e

2) Fill in the Gaps (Context Sentences)

1. If a company refuses __________, it may receive a fine.

2. The new __________ requires clear labels on emissions.
3. International __________ help countries set common goals.
4. A __________ can make high-carbon choices more expensive.
5. If agencies __________ factories, pollution decreases.
6. Greater __________ builds public trust.

3) Word Families

Base Word Noun Verb Adjective

regulate regulation regulate regulatory
comply compliance comply compliant
emit emission emit emissive/emitting
transparent transparency — transparent
cooperate cooperation cooperate cooperative
legislate legislation legislate legislative

👉 Extension: Write 2 sentences using any adjectives (e.g., Transparent reporting improves
public trust.)

4) Collocations – Match & Complete

1. environmental ________
2. corporate ________
3. public ________
4. supply ________
5. renewable ________

Options: accountability / law / consultation / chain / energy

(Answers: 1→law, 2→accountability, 3→consultation, 4→chain, 5→energy)

5) Sorting Task (Group Activity)

 Actors: government, companies, individuals, international organizations

 Tools/Actions: legislation, carbon tax, redesign products, reporting, voting, treaties,
subsidies
 Outcomes: lower emissions, cleaner air, biodiversity protection, fair transition
Academic Paraphrasing
Replace the underlined words with academic vocabulary (enforce, compliance, legislation, phase
out, accountability).

1. The government must make sure rules are followed. → __________

2. Firms must show they follow the rules. → __________
3. New laws support clean energy. → __________
4. Countries plan to stop using coal gradually. → __________
5. Public responsibility for results is necessary. → __________

🎧 Listening – “Leila’s Climate Law Day”

Listening Script (~2 min, story style)
I’m Leila, a law student. Last month, our city council debated a clean air law. The proposal
would limit emissions from buses and give subsidies for electric models. At the meeting, I heard
business owners worry about costs, while doctors showed data on asthma. A transport company
explained that if the city helps with chargers, then they can switch sooner. Citizens asked for a
clear timeline and public reporting.
In the end, the council voted to pass the law, but only after adding transparency rules: the city
must publish monthly air-quality data, and companies must disclose fuel use. Walking home, I
realized something simple: if laws are designed with people, then they work better. Now I’m
joining a student group to monitor implementation and share results with our neighborhood.

Pre-Listening – Discussion

1. What concerns might companies have about new laws?

2. What information should be published to build trust?
3. Which stakeholder should be included in consultations?

While-Listening Tasks

1. Note-Taking (Main Ideas)

• Policy tools discussed: _________________________
• Stakeholder concerns: _________________________
• Final additions to the law: _________________________
2. Multiple Choice

1. What did the proposal limit?

a) Water prices b) Bus emissions ✅ c) Parking rules d) Airport flights
2. What condition helped companies switch sooner?
a) If tickets are cheaper
b) If chargers are supported by the city ✅
 c) If buses are imported
d) If routes are shorter
3. What transparency rule was added?
a) Weekly tax cuts
b) Monthly air-quality data publication ✅
c) Private reports only
d) No monitoring required

3. Gap-Fill (1–2 words)

1. The city offered electric bus __________.

2. Doctors presented asthma __________.
3. Companies must __________ fuel use.

Post-Listening Tasks

A) Short Answer (≤ THREE WORDS)

1. Who debated the clean air law?

2. What data will the city publish monthly?
3. What student action will Leila join?

B) Critical Thinking – Group Discussion

1. Were the transparency additions enough?

2. How could the city support low-income riders during the transition?
3. Which metric would you track first?

C) Creative Task – Design a “Law + If-Then” Poster

• Law: __________________________
• If… (condition): __________________________
• Then… (result): __________________________

🧩 Grammar – Zero & First Conditionals

1) Grammar Spotlight

 Zero Conditional (general truths/rules):

Form: If + Present Simple, Present Simple
If a law is enforced, pollution falls.
 First Conditional (real future condition):
Form: If + Present Simple, will + base verb
If the city passes the bill, emissions will drop.
When to use:

 Zero → scientific facts, policies that always apply.

 First → realistic future results of a decision.

B) Transformation (Choose/Transform correctly)

1. If companies (publish) their data, trust (increase). → __________________________

2. If the council (approve) the plan, new chargers (be) built. →
__________________________
3. Pollution (decline) if filters (be) required. → __________________________
4. If citizens (vote) for climate action, leaders (respond). →
__________________________
5. If buses (run) on electricity, the air (become) cleaner. → __________________________

C) Gap-Fill – Zero vs First Conditional

1. If a regulation ______ (lack) enforcement, companies ______ (ignore) it.

2. If the treaty ______ (include) finance, poorer countries ______ (join).
3. Air quality ______ (improve) if coal plants ______ (close).
4. If we ______ (offer) subsidies, firms ______ (switch) faster.
5. If citizens ______ (see) clear reports, they ______ (support) the policy.

3) Communicative Practice
A. Chain Logic – Each student adds a zero/first conditional about a policy (e.g., If fines
increase, companies will comply.).
B. Picture to Policy – Show an image of traffic/smog; students produce 5 “If… then…”
sentences (mix zero/first).
C. Mini-Dialogue (Role Play) –

 Student A: City official proposing a law (uses first conditional).

 Student B: Business owner discussing operations (mix both).

✍️Writing: What Is an Essay? (short)

1) Paragraph vs. Essay

 Paragraph: One main idea + supporting sentences (4–8 sentences).

 Essay: Several paragraphs organized into introduction, body, conclusion (often 3–5
paragraphs).

2) Basic Essay Structure (Academic)

  Introduction: Hook → background → thesis statement (your main claim).
 Body Paragraphs (2–3): Topic sentence → evidence/examples → explanation → mini-
conclusion.
 Conclusion: Restate thesis (new words) → show importance/result → optional call to
action.

3) Example Thesis (Unit Theme)

 Governments, companies, and citizens must share responsibility because environmental

problems cross borders and require coordinated action.

4) Mini-Tasks
A) Identify the Thesis: Underline the thesis in a sample intro (teacher provides or use the
example above).
B) Outline Builder:

 Intro: hook idea = __________; thesis = __________

 Body 1: focus on laws → example → explanation
 Body 2: focus on companies → example → explanation
 Body 3: focus on citizens & cooperation → example → explanation
 Conclusion: restate + significance

C) Reorder the Essay (Sentences Mixed): Put 6 shuffled sentences into Intro → Body →
Conclusion.
D) Write an Introduction (4–5 sentences): Include a hook and a clear thesis.
E) Linkers Bank: Therefore, As a result, Furthermore, However, In addition, Ultimately… Use
at least three in a short body paragraph.

Concluding Sentence Starters (for essays)

 In conclusion, … / Ultimately, … / Therefore, … / This shows that … / For a sustainable

future, we must …

Writing: What Is a Paragraph? What Is an

Essay? (long version)
1. Paragraph vs. Essay
Paragraph:

 A paragraph is a single block of writing that focuses on ONE main idea.

 Usually 4–8 sentences.
  Structure: Topic sentence → Supporting sentences → Concluding sentence.
 Purpose: to explain or develop one clear point.

✅ Example of a Paragraph (about recycling):

Recycling glass is one of the best ways to save resources. Glass can be recycled many times
without losing quality, which makes it highly sustainable. For example, a single glass bottle can
be used again and again instead of ending up in a landfill. Therefore, recycling glass helps
protect the environment and reduce waste.

Essay:

 An essay is a longer piece of academic writing made of several paragraphs (usually 3–

5).
 It develops a main argument or idea in a structured way.
 Structure:
1. Introduction – general idea + thesis (main claim).
2. Body paragraphs – each develops one reason/example.
3. Conclusion – restates thesis + shows importance or action.

2. Basic Essay Structure (Clear Explanation)

🔹 Introduction

 Purpose: introduces the topic and presents the thesis statement (main idea).
 Structure:
o Hook – an interesting opening sentence.
o Background – a sentence or two giving context.
o Thesis statement – your main argument in one clear sentence.

✅ Example (Essay on environmental responsibility):

Climate change is one of the greatest challenges of our time. Around the world, governments,
companies, and individuals are debating who should take the lead in protecting the planet. This
essay argues that responsibility must be shared because only joint action can solve global
environmental problems.

🔹 Body Paragraphs

 Purpose: develop arguments and support them with details.

 Each body paragraph = one clear reason/idea.
  Structure:
o Topic sentence (main idea of the paragraph).
o Supporting sentences (examples, facts, data, explanations).
o Mini-conclusion (wraps up the idea, links back to thesis).

✅ Example Body Paragraph (1st body of essay):

Governments play a key role in protecting the environment. For example, they can pass laws to
limit air pollution and fine companies that break the rules. In addition, they can provide
subsidies for renewable energy. Therefore, government action is essential for creating long-term
solutions.

🔹 Conclusion

 Purpose: close the essay and give a sense of completeness.

 Structure:
o Restate thesis (in different words).
o Summarize main points (government, companies, individuals).
o Show importance / call to action.

✅ Example Conclusion:
In conclusion, governments, businesses, and individuals all share responsibility for protecting
the environment. If they work together, the planet can be safeguarded for future generations.
This highlights the need for strong laws, responsible companies, and active citizens.

3. Mini Tasks
Task A – Identify Structure

Read this short essay (3 sentences are mixed up). Decide which is Introduction, Body,
Conclusion.

1. In conclusion, schools, families, and local governments must all act to reduce plastic
waste.
2. Plastic waste is a global problem that damages oceans and wildlife.
3. For example, schools can ban single-use bottles, and families can use reusable bags.

✍️Answer: Intro → ___ , Body → ___ , Conclusion → ___

Task B – Write a Thesis

Write ONE thesis statement for an essay on this topic:

“Who should be responsible for fighting climate change?”

Task C – Build a Body Paragraph

Topic sentence: Companies should redesign their products to reduce waste.

→ Add two supporting sentences with examples.
→ Write one mini-conclusion sentence.

Task D – Sentence Completion (Linkers)

Finish the sentences using academic connectors:

1. Governments must enforce emission laws. As a result,

___________________________.
2. Citizens can recycle and vote for green leaders. This shows that
____________________.
3. Companies should use renewable energy. Therefore, ____________________________.

Task E – Write a Mini Essay Plan

Topic: “Why environmental laws are necessary.”

 Introduction: Hook + Thesis = ___________________________

 Body 1: Main idea (govt role) + examples = __________________
 Body 2: Main idea (company role) + examples = _______________
 Body 3: Main idea (citizens role) + examples = _______________
 Conclusion: Restate thesis + importance = __________________
🎬 Video Support Activity (Parallel to Units 4–
5)
Suggested Topic: Top 10 Things You Should Know (Elizabeth Fisher)

https://www.youtube.com/watch?v=nq3racsBxg0

1⃣ Prediction Headlines (Pre-Watching)

 “If Environmental Laws Are Clear, ____ Will Rise.”

 “Transparency in Law Is _____ for Sustainable Governance.”
 “Global Treaties Help Countries _____ Together.”

2⃣ Problem–Solution Chart (While Watching)

Item Problem Identified Suggested Solution
Lack of consistent environmental Enacting and enforcing
Pollution regulation
protections environmental laws
Treaties and international legal
Global coordination Disconnected national efforts
frameworks
Compliance and Strong oversight and accountability
Weak monitoring
enforcement mechanisms

3⃣ Spot the Key Points & Terms

Ask students to note:

 The top reasons we need environmental laws.

 Key terms introduced (e.g., "sustainability," "legal frameworks," "global cooperation").
 Any examples or references that illustrate legal impacts.

4⃣ Post-Viewing Tasks

a) Discussion Question:
Which aspect of environmental law—from regulation to global treaties—do you believe most
effectively protects ecosystems, and why?
b) True/False/Not Given:

1. Environmental laws are only relevant for industrial activities.

2. Effective laws require international cooperation.
3. Only governments are responsible for environmental enforcement.

c) Project – “Mini-Law Pitch”:

 Draft one environmental rule suitable for your campus (e.g., "Campus energy must come
from renewable sources by 2030").
 Formulate an If… then… conditional:
If we switch to renewables, then campus emissions will drop significantly.
 Prepare to present the rule and explain its potential impact.

New Listening-Based Activities

A) Multiple Choice Questions

1. What does the speaker list as a primary purpose of environmental law?

a) Boosting industrial growth
b) Protecting ecosystems and public health
c) Reducing taxes
d) Promoting travel
2. Environmental laws often address
a) Air, water, and wildlife protections
b) Economic regulations only
c) Educational policies
d) None of the above
3. The talk emphasizes the importance of
a) National isolation
b) Global cooperation
c) Ignoring enforcement
d) Cost-cutting over protections

B) Gap-Fill (Use One or Two Words)

1. Environmental laws help ________ ecosystems and people.

2. They build a legal ________ for managing human impact.

✅ Answer Keys (Teacher Reference)

Reading – Task A (MCQ): 1b, 2b, 3b, 4b, 5b, 6b, 7b, 8b
Task B (Matching): 1c, 2d, 3a, 4b
Task C (Sentence Completion) – sample: 1 emission limits 2 renewable energy 3
voting/consumer choices 4 international cooperation
Task D (T/F/NG): 1 T, 2 F, 3 F, 4 T
Task E (Short Answers) – examples: 1 carbon tax 2 government 3 renewable energy 4 civic
action / public oversight

Vocabulary Gaps – sample answers:

1 compliance 2 regulation 3 treaties 4 carbon tax 5 monitor/enforce 6 transparency

Paraphrasing: enforce; compliance; legislation; phase out; accountability

Listening MCQs: 1b, 2b, 3b

Listening Gap-Fill – sample: 1 subsidies 2 data 3 disclose

Grammar – Transformation (sample answers):

1 publish / increases (Zero) → If companies publish their data, trust increases.
2 approves / will be (First) → If the council approves the plan, new chargers will be built.
3 declines / are (Zero) → Pollution declines if filters are required.
4 vote / will respond (First)
5 run / becomes (Zero)

Grammar – Gap-Fill (sample answers):

1 lacks / ignore 2 includes / will join 3 improves / close 4 offer / will switch 5 see / will support

📘 Teacher’s Pack – Notes (Summary)

Time Plan (90 minutes):

 10 Warm-up
 25 Reading/Vocab
 15 Grammar (Zero/First)
 20 Listening
 15 Writing (Essay basics)
 5 Wrap-Up

Differentiation:

 Stronger students: lead treaty simulation; write full intro + one body paragraph.
 Support: provide sentence starters, responsibility map scaffold, conditional frames (If
we…, then…).
Assessment Pointers:

 Reading: correct identification of shared responsibility & cooperation.

 Grammar: correct use of zero vs first conditional.
 Writing: thesis clarity; structure (intro/body/conclusion); appropriate linkers.

SDG Connections:

 SDG 13: emissions reduction targets, phase-outs

 SDG 16: effective institutions, transparency, enforcement
 SDG 17: partnerships, finance, technology transfer