Lesson script
3rd educational stage (III.0), English
Content area:
Content and language integrated learningDetailed requirements:
Student (23.4) considers how his/her actions may affect the life of other people in the world (e.g. water and energy conservation, environmentally conscious shopping).Topic
: Green habitsDuration
: 45 minutesDetailed goals regarding the range of information
Student:
Knows the concept of ‘green’ habits;
Knows specific ways of protecting the environment;
Knows vocabulary related to some environmental issues.
Detailed goals regarding the range of skills
Student:
Can answer true/false questions using information from a recording;
Can choose the right word depending on the context;
Can talk about his/her habits;
Develops listening comprehension;
Develops communication skills.
Detailed goals regarding attitudes
Student:
Realises the need of protecting the environment;
Becomes aware of his own impact on the environment;
Adopts environmentally friendly habits;
Becomes more willing to participate in environmental initiatives.
Methods
Brainstorming; elicitation; presentation; gap-fill; true/false; whole class, small groups, individual work.
Forms and venue
Forms: individual, groupwork, whole class.
Classes are to be held in the classroom.
Materials and teaching aids
Presentation; worksheets for all students (for stages 2.2. and 2.4.); audio recording;
computer and multimedia projector; board.
Multimedia resources
Presentation: ‘Green’ habits
Audio recording: Clean Up the World
Online dictionary
Lesson plan/procedure
1 Warm-up
Interaction forms: whole class Duration: 2 minutes
Teacher asks students about the colour codes of segregation containers. What types of materials can be segregated?
2 Main stage
2.1. Introduction of the target language – presentation Interaction forms: whole class
Duration: 8 minutes
Teacher tells students that they will see a presentation on ‘green’ habits. He/She pauses at each slide, explaining and augmenting the information presented. Also any new words should be explained at this stage.
2.2. Target language practice – gap-fill Interaction forms: individual, whole class Duration: 10 minutes
Teacher distributes the gap-fill task (below). If any of the words in the box are still not clear to students, they should be explained.
Teacher asks students to read the information given and see if they remember any answers.
The presentation is played a second time to help students do the task.
Students work individually, then answers are checked with the whole class.
Complete the sentences with the words from the box.
bag charger glass phone save
segregate switching turn using waste
1. You should take your own _____________ when you go shopping.
2. Please, _____________ off the water. You are not _____________ it.
3. You cannot put different types of _____________ together. You should _____________ it!
4. Paper and _____________ may be used again for many products.
5. You can _____________ a lot of energy by _____________ the TV off.
6. Remove the _____________ from the socket. It’s not connected to your _____________ at the moment!
Answers 1 bag; 2 turn, using; 3 waste, segregate; 4 glass; 5 save, switching; 6 charger, phone
2.3. Consolidation of the target language – recording Interaction forms: whole class
Duration: 5 minutes
Teacher tells students that they will listen to a recording about the ‘Clean Up the World’
campaign. He/She asks if anyone has heard about it?
The recording is played once through. Teacher asks what the general purpose of the initiative is (to help clean the environment).
2.4. Consolidation of the target language – recording (true/false) Interaction forms: individual, whole class
Duration: 10 minutes
Teacher distributes a true/false task (below) to all students. He/She asks students to read the sentences given and see if they can answer any of them.
The recording is played a second time. Students work individually to complete the task. Then the answers are checked with the whole class.
Decide if the following sentences are true or false, and tick the appropriate column.
True False 1. The ‘Clean Up the World’ campaign came to Poland in 1994.
2. Over a hundred countries participate in the campaign.
3. The ‘Clean Up the World’ Weekend is celebrated in spring.
4. People receive some money to clean up the environment.
5. An important part of the Weekend is tree planting.
6. Some exhibitions are organised before or after the Weekend.
7. The campaign is not popular among schools.
8. People learn how to use less water and energy during the Weekend.
Answers: 1 true (a year later than in Australia), 2 true, 3 false (in autumn), 4 false (they are volunteers), 5 true, 6 true (also “around the Weekend”), 7 false (“many schools participate”), 8 true
2.5. Target language practice – personalisation Interaction forms: small groups, whole class Duration: 8 minutes
Teacher asks students which of the ‘green’ habits they follow. What do they do every day and what only occasionally? Is there anything else they do or would like to do to help the
environment?
Students work in small groups, then share ideas in open class.
3 Closing stage
Duration: 2 minutes
As a homework, the teacher asks students to prepare a poster promoting ‘green’ habits.
Additional information
Teacher advises students that the www.scholaris.pl website offers a computer application in the form of a multimedia dictionary presenting correct pronunciation together with
translations of words and phrases learned during the lesson.
