Embedded Files
Lesson Overview
Lesson Overview
Title of Lesson: Climate Change
Language Skills and Strategies in focus: Speaking, Listening
Age & Level: Secondary school, Level B1/B2
Length of Lesson: 90min
Materials Needed:
Printed handouts of Appendix A (one for every three/four students)
Digital or physical copy of verb list (Appendix C) for fly swatter game (teacher use only)
Learning Objectives (3-5)
1. SWBAT recognize specific personal impacts on climate change
2. SWBAT use carbon footprint calculator and brainstorm ways to decrease their own in day-to-day life
3. SWBAT use simple past, present, and simple future tenses to discuss changed behaviors
4. SWBAT use vocabulary relating to changes in daily life
Warm Up
Warm Up
Activity: Vocab Fly Swatter Relay Activity
Steps & Teacher Directions:
Write vocab words on a board in no particular arrangement or order, scattered around.
You will need two fly swatters or objects of the sort, and if that is not available, students may use their hands.
Divide the class into two groups and have them line up. The first person to go holds the fly swatter.
Read out the definition or description of one of the written words or phrases and the students will then race to hit the correct word with the swatter.
Once the first person hits it, the fly swatter is then passed to the next classmate in line. The objective is to get through everyone in your line before the other line.
Presentation
Presentation
Activity: Reviewing Conditional, Incorporating past, present, future
Steps & Teacher Directions:
Split two groups already formed into four groups (if the class is large), and have students discuss what they learned for the conditional tense and examples they used. Once they have finished, ask the students to discuss in their small groups what they know about simple past, present, and future tenses. After about 5 minutes, come together as a class and review.
Give students opportunity to ask clarifying questions
Practice
Practice
Activity: Talk About Climate Change
Steps & Teacher Directions:
Form Ss into groups of three (3) or four (4).
Once they are in groups, hand out Appendix A: Climate Change Photos
As a whole class, talk about what each image represents, using climate change vocabulary presented in the previous lesson.
Students will be forming three statements each, one in simple past tense describing a habit they used to do, one in present tense describing a change they’ve made, and one in simple future tense describing something they hope to do differently in the future.
Sentence skeleton:
I used to ____, and although now I ____, in the future I will ____.
Ex. “I used to take baths, and although I shower now, in the future I will shower for a short amount of time.”
Monitor students' activity by walking around.
Assessment
Assessment
Activity: Ecological Footprint Quiz
Steps & Teacher Directions:
Before you start, explain the meaning of ‘Ecological Footprint’ *.
*the impact of a person or community on the environment, expressed as the amount of land required to sustain their use of natural resources.
If computers are available to each student, supply them with the link. If not, go through the quiz as a class and have the students write their own answers
Support the students helping with unknown words they might not know.
At the end, tell the students to keep a record of their answers for a future class.
Wrap Up
Wrap Up
Activity: Discussion
Steps & Teacher Directions:
Ask students to brainstorm what they can do in their community to lower their ecological footprints. Localize the discussion by focusing on how easy (or difficult) it is to be environmentally friendly.
Introduce the homework (write down at least three things they can do to help climate change in their own homes)
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