Ss are provided with the pictures describing different factors that cause various environmental problems. They are asked questions to elicit the factors and the types of environmental problems they cause.

The students are given cards with words related to different types of environmental problems They should match the specific reasons and results with the related environmental problem. Then they check their answers by labeling the diagram shown on the projector. Then the students are divided into groups and each group is provided with pictures describing different environmental problems. They should discuss the causes and effects of the problems and the purpose of people in these issues using the grammar expressions so... that, such... that and so that.

Teacher writes some wrong and correct sentences that the students make on the the W/B and elicit the grammar of expressions so.. that, such ....that and so that based on the taken examples and correct the wrong ones. In this way, ss review the grammar and then they compare the correct and wrong sentences together. They are encouraged to show other examples.

Ss do exercise where they combine each set of ideas by using so (that). After they finish the exercise, they are provided with correct answers to find out their mistakes. Next, they are given cards with various causes and effects in different contexts. They match the causes with effects in pairs and make sentences using the newly reviewed grammar expressions.

Ss work in pairs. They are provided with numbered cards each including a context. Ss getting the same number create a dialogue and use the the expressions so.. that, such... that and so that in their talking. In this way, they produce the language using the reviewed expressions. If they make mistake, the correct answer is elicited.