To provide clarification of words about environment in the context of environment and pollution.
To provide fluency speaking practice in a discussion in the context of environment and pollution.
Procedure (35-45 minutes)
Have projector ready. Project the video 'MAN'. T asks: What do you think about him? Is he doing good things or bad things? Is he protecting the place he is living? At the end, did he make the world a good place or a bad place? Does he feel sorry about what he did? Do you think that are you like this man? If you don't want to be this man, what do you need to do? T tries to elicit the word 'environment'.
Write 'environment' on the board. Ask Ss to tell what do you think when she says 'environment'. Write the key words. Elicit some of the target vocabulary using these ideas. Show the pictures on the PPT. Ask CCQs for green energy, global warming and climate change: If we use gas and oil is it good for our environment? (No) What can we use instead of them? (wind turbines, sun) If we use the energy from the sun, is it clean? (yes) Can we use this solar energy for a long time? (yes) Why does the sea ice melt in the Arctic? Why are the temperatures rising in every year? (global warming) Do you think something is wrong with the weather/seasons in general? What is the reason of this? (global warming) After eliciting, give form. Ask Ss to pronounce the words. Model the pronunciation. Drill chorally and one by one.
Matching the words with the definitions Give handouts to SS to match vocabulary definitions with pictures (do first one as an example) Individual work-pair check. Write the letters (a-k) on the board and have SS write their answers after completing the task. If an answer is incorrect, ask the SS about that particular number.
Stick the words (produce, protect, cause) as main titles, and the the other vocabulary items. Ask students to put the words into these three categories on their own. Pair check. Nominate Ss one by one to put the words under the titles correctly. Use peer correction if there's a prolem.
Ask Ss to read the five sentences and put a tick if they are true for Turkey. Pair check. 'Which sentences did your friend put a tick?' Ask them to look at the sentence 2 and sentence 4 and think about them for some time. Discuss these questions with your partner. Give your reasons when you agree/disagree. Monitor the class. Comment about your friend's ideas. Does he agree/disagree? Correct the errors, if necessary.