The environment

What 'the environment' covers: The environment is part of the theme Sharing the planet. You need vocabulary to talk about pollution, climate change, recycling and protecting nature — and to give your opinion about them.

The words below are common English B vocabulary. Treat the list as a glossary: learn each term with its meaning and a synonym, then reuse them in the reading and writing sections.

the environment

the natural world — the air, water, land and living things around us

climate change

the long-term shift in weather patterns, mainly caused by human activity

global warming

the gradual rise in the Earth's average temperature

pollution — to pollute

harmful substances in the air, water or land — to add them

waste / rubbish

the things we throw away because we no longer want them

to recycle

to treat used materials so they can be made into something new

single-use plastic

plastic that is used once and then thrown away (e.g. a bottle)

to save (water / energy)

to use less of something, on purpose, so none is wasted

to protect nature

to keep the natural world safe from harm

renewable energy

energy from sources that never run out, such as the sun and wind

sustainable — sustainability

able to continue without harming the planet — the quality of being so

responsible consumption

buying and using only what you need, in a way that is kinder to the planet

to throw away

to get rid of something you no longer want

Why this matters: This vocabulary turns up in every skill — a reading text on recycling, a listening interview about a green project, a Paper 1 blog about a school campaign, or your oral. Reusing precise topic words is how you score Criterion A (Language).

Have something to say: Examiners reward developed ideas, not just vocabulary. Around the environment, the common debates are: individual action vs the responsibility of governments and companies, whether small changes really help, and the cost of living sustainably. Take a position and back it up.

Link your ideas: Connectors lift your answer from a list into an argument: moreover (to add), however (to contrast), therefore (to conclude), although (to concede). Use at least two or three in any written answer.

Read like Paper 2: Here is a short blog post — the kind of text Paper 2 (Reading) gives you. Read it once just for the general idea; don't worry about every word. Then we'll work through one exam question together.

Our green project at school: Last year my school produced a huge amount of rubbish: nobody recycled and the corridors were full of plastic bottles.

So a group of us students set up a green project. First we placed coloured bins in every classroom and organised talks to explain how to separate waste. At first it was hard to convince people, but little by little more classmates joined in. Now we recycle almost everything, we buy local products in the canteen, and we have planted a small vegetable garden in the playground. Looking after the environment from school is worth it: I feel proud of what we have achieved together.

to set up / to launch

to start something new, such as a project

a bin

a container you put rubbish or recycling into

to separate waste

to sort rubbish into types (plastic, paper, food) for recycling

to join in

to start taking part in an activity with others

a vegetable garden

a plot of land where vegetables are grown

Reading technique: For an "according to the text" question, find the exact line that proves your answer — don't rely on memory or general knowledge.

The task: Your school is running an environmental campaign. Write a blog post for other students: describe how you look after the environment (or don't) and give advice for living in a more sustainable way.

Use an informal, friendly register. Write 250–400 words.

Why it scores: This answer hits all three Paper 1 criteria — here's what earns each one:

How listening is tested: Paper 2 also tests listening: you hear short clips, each played twice, and you never see the words. Read the questions first, listen for the key idea, then answer.

Here we'll use a transcript so you can practise the technique on the page. Read the questions, then find the answer in the speaker's words.

Transcript — Lucy's campaign: Hi, I'm Lucy. This year at my school we've started a campaign to reduce plastic. We used to use a lot of single-use bottles, so now each student brings their own reusable bottle. We've also put out bins for recycling and we buy local food in the canteen. The most important thing for me is that small actions, added together, really do make a difference.

Listening technique: Read the questions before the clip plays. Each question usually points to one short part of the recording — listen for the words around it, not the whole thing.