3.2.1 ENVIRONMENT AND SUSTAINABILITY

ENVIRONMENT AND SUSTAINABILITY

1.Warm up

  1. To what extent do you think individual actions (e.g., recycling, veganism) can truly impact global climate change?
  2. How would you define “Greenwashing”? Have you seen examples of it recently?
  3. If you had to choose between economic growth and total environmental protection, which would you prioritize? Why?

2A. Vocabulary

2B. Vocabulary practice

2C. Discussion

Biodiversity loss is often described as irreversible. At what point does ecosystem damage become a tipping point, and how can we tell when we are close to it?

How does urban sprawl contribute to depletion of finite resources, and what alternatives could cities adopt?

Is reducing your carbon footprint more effective than relying on carbon offsetting, such as reforestation projects? Why or why not?

Can reforestation genuinely mitigate climate change, or does it risk being used as a form of greenwashing?

How does the circular economy challenge traditional economic models based on constant growth and consumption?

Is planned obsolescence economically necessary, or does it accelerate environmental depletion?

When companies advertise sustainability, how can consumers distinguish genuine action from greenwashing?

Are wealthy countries ethically responsible for addressing biodiversity loss caused by global consumption patterns?

If humanity has already passed certain climate tipping points, how should that change our priorities and behaviour?

2D. Debate Starters

  • Carbon offsetting does more harm than good. Do you agree?
  • Urban sprawl is a greater environmental threat than population growth. Discuss.
  • Real sustainability requires sacrificing convenience. True or false?

3A. Reading

Read the following article (click on the ‘+’ sign to read it) and answer the questions that follow:

The Myth of the “Green” Consumer

In the last decade, “sustainability” has moved from a niche concern to a corporate buzzword. Every storefront and digital ad seems to offer a “guilt-free” alternative to our modern lifestyle. We are told that by purchasing bamboo toothbrushes, choosing organic cotton, and eventually driving electric vehicles, we are doing our part to save the planet. However, many environmentalists and economists argue that this narrow focus on “green consumption” is a red herring that distracts us from the systemic roots of the ecological crisis.

The core of the issue lies in the mathematical impossibility of “green growth.” Our current economic model is predicated on the idea of infinite expansion on a planet with finite resources. While a consumer might feel virtuous buying a “sustainable” sneaker made of recycled ocean plastic, the carbon reality is often much bleaker. If that sneaker is manufactured in a factory powered by coal and then shipped halfway across the world in a heavy-oil-burning cargo ship, its claimed “sustainability” is a mathematical fantasy. This is a classic example of greenwashing, where the marketing of a product’s “eco-friendliness” masks its actual environmental cost.

Furthermore, we must account for the “Rebound Effect” (also known as the Jevons Paradox). History shows that as technology makes resource use more efficient, we don’t actually use less of that resource. Instead, the falling cost leads to increased consumption. For instance, as car engines become more fuel-efficient, people tend to drive longer distances or buy larger, heavier SUVs, effectively cancelling out the technical gains. This suggests that efficiency alone cannot be our savior.

The problem is further exacerbated by the culture of planned obsolescence. In a linear economy, profit is maximized by ensuring that products—from smartphones to washing machines—have a limited lifespan, forcing the consumer into a cycle of constant replacement. This “take-make-waste” mentality is the antithesis of a circular economy, where products are designed for durability, repairability, and eventual total recycling.

To truly address anthropogenic climate change, proponents of “Degrowth” argue that we need a radical paradigm shift. They suggest that we must decouple human well-being from GDP growth. This means moving away from a society that measures success by how much we consume and toward one that prioritizes the restoration of ecosystems and the mitigation of further biodiversity loss. Until we address the sheer volume of production and the systemic incentives for waste, we are merely rearranging the deck chairs on the Titanic.

3B. Questions

3C. Discussion

3D. Role‑Play: Interviewing the Manufacturer

Scenario
Imagine you are part of an investigation into “green” products.

One group plays manufacturers, the other interviewers (journalists, consumers, or environmental advocates).

Group A: Manufacturer Representatives

You work for a company that claims to produce a sustainable product (e.g.:

  • Trainers made from recycled plastic
  • Smartphones marketed as energy‑efficient
  • “Eco‑friendly” clothing brand

Your goal: Defend your product and your business model.

You should think about:

  • How your product is made
  • Where materials come from
  • Energy sources used
  • Product lifespan and repairability

Group B: Interviewers

You are critical but fair interviewers. Your goal is to find out whether this product is genuinely sustainable or an example of greenwashing.

Preparation 

Manufacturers prepare answers to:

  • Why your product is “green”
  • How it helps the environment
  • Why consumers should trust you

Interviewers prepare challenging questions, such as:

  • What powers your factories?
  • How long does the product last?
  • Can it be repaired or recycled?
  • Does increased efficiency lead to increased consumption?
  • Is this product supporting a circular economy?

3E. Follow‑Up Discussion 

After the interviews:

  1. Which company seemed most convincing? Why?
  2. Where did you notice greenwashing language?
  3. Did any company truly support a circular economy?
  4. Did this activity change how you view yourself as a consumer?

4A. Language: Cleft Sentences

In written and spoken English we use Cleft Sentences to connect what is already known to what is new or to focus on a specific part of the sentence for emphasis.

Structure: It + is/was + [emphasized part] + that/who…

  • Normal: Plastic pollution is destroying the oceans.
  • Cleft: It is plastic pollution that is destroying the oceans (not carbon emissions).

Structure: What + [clause] + is/was + [emphasized part]

  • Normal: We need a change in the law.
  • Cleft: What we need is a change in the law.
  • Focusing on an action: What the government did was implement a carbon tax.
  • Normal: I only wanted to help.
  • Cleft: All I wanted to do was help!
  • Normal: I only asked for a glass of water.
  • Cleft: All I asked for was a glass of water!

4B. Practice

5A. Listening. Work in pairs and look at the four stages of the product life cycle below. Put them in the correct order and discuss briefly what you think happens in each stage.

5B. Sarah Bartlett moderates a podcast on business topics. She has invited Klaus Schneider, a German manufacturer, and Maja Olsson, a Swedish activist, to speak about products and their effect on the environment. Listen to the first part of the podcast and check your answers to Exercise 5A.

5D. Listen again and choose the correct option.

6. Speaking

Prepare a 2-minute argument for or against one of these statements. Use at least three vocabulary words and one cleft sentence.

  • Living a 100% sustainable life is impossible in a modern capitalist society.
  • Technology, not lifestyle changes, will be the ultimate saviour of our planet.

7A. You have just taken up a position at your company to tackle waste in your department. Using some ideas below and your own ideas, make a list of what needs to be done.

not printing all documents    not using plastic in the kitchen     replacing all non-energy efficient light bulbs  

reusing old office supplies     separation of waste materials     use of artificial light only when necessary

7B. Work in pairs and compare your lists. Prioritise the actions and discuss the steps that need to be taken.

7C. Write a memo to other staff outlining the key action points you discussed in Ex 7B.

To download the pdf for this topic, click on the link: https://drive.google.com/file/d/1t61exduTgyTkdxkqIUJRk5hofGlSaOUD/view?usp=sharing