On the section "Websites evaluation" of this PLE, I have posted websites that could be used along a unit under the topic of Environmental Issues for teenage students who have a B1+ level, and the analysis of those websites. In this post, the objective is to display two lesson plans (considering the setting of the previous unit of work) using the "Warmer, Web, What next" model proposed by Dudeney & Hockly (2007)
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Unit of work: Environmental issues. No planet B!
Level: B1+ (Intermediate)
Age group: 14-15 years old.
Objectives: By the end of this unit, students will be able to...
-Express a probable condition and its possible outcomes by means of the predictive conditional (first)
-Name and define different environmental issues (e.g. pollution, deforestation, climate change)
-Explain possible ways of action to reduce environmental impact.
-Analyze the impact and influence of human being in the environment.
Lesson 2 (60 min)
Warmer: The teacher will read the question "What do you think the Earth in 2025 will look like?" to students. They will be asked to individually think, then share it with their peer, and later as a whole class. Predictions will be written on the board.
Web: Students will watch the video provided by Ted Ed "What Earth in 2050 could look like" by Shannon Odell to check their previous predictions, and also to take notes about important information.
With help of the offline authoring tool "paint", the teacher will create a task sheet that will be brought in class as a photocopy. There, students will have to create three sentences using the predictive conditional (recycled content) according to the video they have just seen. Also, they will have to do a matching activity with relevant lexis for the unit of work, which was retrieved from the video.
What next: For this part of the lesson, students will read about one of the topics mentioned in the video: climate change. To do that, a reading activity retrieved from a second website will be used. The page is ISL collective, and the material is non-authentic, created specifically for teaching purposes. Once the students have finished with this second activity, an oral closure comparing the two materials (video and reading) will be done.
Lesson 3 (60 min)
Warmer: The teacher will write on the board the word "pollution" and ask students to brainstorm related words or concepts to create a word cloud. If there is a projector available, a picture of polluted air, land or water can be shown.
Web part 1: Students are going to watch a short video about land, water and air pollution. They will have to take down notes and later on add ideas that were not mentioned in the wamer stage.
Web part 2: The teacher will divide students into three groups and assign each group with a different type of pollution (land, air and water). Each group will have to read the articles and make notes about:
-What that type of pollution it is
-Causes
-Consequences
-Prevention
-Anything they find interesting/useful
What next:
Each group will briefly summarize the information they learnt about each typeof pollution, while their classmates will complete in pairs a photocopy of a chart created by the teacher. By doing this, a compilation of the most important information of each type of pollution will be created. After the chart is completed, an oral group reflection will be done.
References
References
Dudeney, G. & Hockly, N. (2007) How to Teach English with Technology.
What Earth in 2050 could look like - Shannon Odell (2024)
https://www.youtube.com/watch?v=2njn71TqkjA
Silvialefevre (2016) Natural disasters - Environment - Global warming
Air pollution - National Geographic (n.d.)
https://education.nationalgeographic.org/resource/air-pollution/
Deena Robinson (2022) What Causes Water Pollution and How Do We Solve it?
https://earth.org/what-are-the-causes-of-water-pollution/
Texas disposal systems (2024) Land Pollution: Causes, effects and prevention.
https://www.texasdisposal.com/blog/land-pollution/
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