Thursday, May 12, 2016

#23 Fourth Competition for Teacher Generated Materials / Environment / Grade 12

Lesson Topic: Environment

General Objective: Students will be able to write 3 to 6 sentences about their own carbon footprint and about what they are going to do to make it smaller.

Language Objective: Students will be able to understand and use vocabulary related to environmental problems and they will practice their listening and reading skills.

Civic Objective: Students will be able to look at the most common environmental problems and to think about their own impact on environmental protection.

Assessment: Formative assessment: the students will be graded for the listening activity and the writing activity.

Stages &Timing
Procedures and Teacher`s Language
Teacher`s notes/Aim of the Activity
5 min
At the beginning of the lesson students get Handout 1 and in pairs do a matching activity to get word combinations related to environmental issues: global warming, nuclear disaster, greenhouse effect, ozone layer, oil spill. After the students have finished, they are shown the same material on Power Point and the whole class and the teacher check the answers.
This activity helps introduce the topic and  vocabulary related to environmental issues
Pair work
Handout 1
Power Point, slide #2
Stage 1
Pre-listening activity
5 min

At this stage the teacher gives out Handout 2, where the students have to do another matching activity. This time they have to match the same word combinations to their definitions. When finished, the class will be shown the same on a slide to check their answers.
The aim of this activity is to have students think over the introduced environmental problems and prepare them for the listening activity.
Pair work.
Handout 2
Power point, slide #3
Stage 2
Pre-teaching vocabulary
and while- listening activity
(10 min)
The teacher shows slides with five different environmental issues and has a discussion with the students over each of them, at the same time introducing the new words (drought, flood, recycling, pollution, ozone layer).  After that the teacher says that they are going to listen to four descriptions of environmental problems. They have to listen and match the numbers of the speakers to the problems from the list on Handout 3.  Students work individually. The teacher collects the answers for assessment.
The aim of this activity is to teach students listening for general idea.
 Individual work
Computer .Power Point slides #4,5,6,7,8
Handout 3

Stage 3
While-Reading Activity
Students get Handout 4 with a text about an environmental problem and are asked to choose the best title out of four given below. On finishing, each pair shares their choice and explains it.
The aim of this activity is to teach reading for general idea.

Pair  work

Handout  4

Stage 4
While-reading activity
(5 min)

After that the students discuss the concept of carbon footprint described in the text. Then the students are given Handout 5 with some of the human activities mentioned in the text (walking, travelling by bike, travelling by car, travelling by plane, travelling by train). Working in pairs, the students have to rank the activities depending on their impact on the environment, beginning with the biggest. They are supposed to look up information about it in the text. When finished, they will see the same material on a Power Point slide and check their answers.
The aim of this activity is to teach reading for detail and to have students think about people`s carbon footprint.
Pair work
Power point, slide #9. Handout 5
Stage 5
Post –reading activity
(5 min)

Then the students are asked to think about what people should do to protect the environment from pollution. They have to choose the activities from the second list on Handout 5 which in their opinion help make people`s carbon footprint smaller.
This activity enables the students to think about their own life style and in what way it can harm the environment.
Pair work
Power point, slide #10.
Handout 5
Stage 6
(5 min)
The students are asked the following questions: Do you think your carbon footprint is big or small? Why do you think so? What are you going to do to make it smaller? They have to write a paragraph (3 to 6 sentences) about it.
The teacher collects the works for assessment.
The aim of this activity is to make them think about their own impact on the environment and write about it.
Individual work
Power Point slide #11.

 Handout 1.

 Match the words from both columns to get word combinations.

Global                                                          effect
Nuclear                                                        warming
Oil                                                                disaster
Ozone                                                           spill
Greenhouse                                                  layer

Handout 2.

Match the environmental issues with their definitions:

1.      When the heat cannot escape the                        oil spill
 atmosphere and the temperature
 on earth goes up.       
2.      The part of the earth`s atmosphere                      global warming
 which protects the earth from the sun.

3.      An accident with nuclear power,                         greenhouse effect
 usually causing radioactivity.

4.      The increase in the temperature                           ozone layer
 on earth

5.      An accident when oil comes out of                      nuclear disaster
       its container, for example at sea.

Handout 3.

Listen to four descriptions and match them to the environmental issues on the left.

Ozone layer                    Description #1
Recycling                        Description #2
Flood                               Description #3
Drought                           Description #4

Handout 4.

Read the text and choose the best title from the given below:
Nuclear Disaster/Greenhouse Effect/Your Carbon Footprint/Ozone Layer

Global warming will definitely make a big change to life on earth. Most areas will become warmer. Some parts of the world may have terrible floods, but some may have droughts. This will probably be bad for plants and animals in all parts of the world.
So what can we do about this? One thing we can do is to think about our ‘carbon footprint’. A carbon footprint is a way of working out the difference that each person makes to the environment. It shows the pollution that each of us makes to the earth. For example, when you go to school by car every day, your Carbon footprint gets bigger because you are adding to the pollution. When you walk or go by bike your carbon footprint is much smaller.
Your decisions in life make a difference to your carbon footprint. Do you fly when you go on holiday? Planes are much worse for the environment than trains. They leave a bigger carbon footprint. When you buy products that have a lot of plastic packaging, you are also making your carbon footprint bigger.
So what you personally can do to stop pollution? You can watch less TV and turn off the light when you leave a room. Each small action will make your carbon footprint smaller. And that will help to slow down global warming.

Handout 5

1. Which of these makes carbon footprint biggest?
   ·        travelling by bike
   ·        travelling by plane
   ·        walking
   ·        travelling by car
   ·        travelling by train

2. What should you do to make your carbon footprint smaller?
   ·        Save money
   ·        Save water
   ·        Walk to school
   ·        Save electricity
   ·        Watch TV all night
   ·        Play computer games all day
   ·        Buy products with plastic packaging
   ·        Buy products with paper packaging
   ·        Travel by car
   ·         Travel by bike

Evaluate this material


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