Eman Hassan Eman Hassan

How Eco-guilty are you?
Upper-intermediate level

Description

This lesson sets a general context for all three lesson through reading about recycling (receptive skill). It deals with an important topic environment and being an "Eco- guilty" person or in another word are you environmentally friendly person. The vocabulary focuses on environment-related words. Students will also practice speaking (productive skill)

Materials

Abc Match the words and the phrases with definitions
Abc article on Carbon emission
Abc The Questionnaire
Abc Recycle Symbol

Main Aims

  • To provide fluency speaking practice in a pair discussion to exchange opinion in the context of up-to-date, stimulating topic
  • To provide reading practice using a stimulating text about How eco-guilty are you? in the context of The environment

Subsidiary Aims

  • To provide review and practice of short-haul, limit the damage give off,make a profit in the context of envi
  • To provide clarification of recycle, reusable, convenient, eco, guilt , commit a crime in the context of Eco-guilt / environment

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

On board I write a three-letter word "Eco" and the students guess the meaning of the word and see what they can tell me about it. A box with an important symbol that represents "recycling" is used to elicit its meaning and what kind of materials that can be recycled. By this way I get the students' attention to the new topic

Pre-Reading (3-6 minutes) • To prepare students for the text and make it accessible by reading the introduction to the article.

Elicit some words related to eco- for example eco-guilt , eco-sin ,crime - Ss have 3 minutes to read the introduction to the article to check their answer of the question "What do you think ECO means?". In pairs, Ss compare with a partner their answers. I check their answer

While-Reading (5-8 minutes) • To provide students with less challenging gist and specific information reading tasks

To give the Ss 5 minutes to read individually Ss read the questionnaire,ticking the sentences that are true for them, and adding up their score as they go along In groups they check their answers and the meaning of their scores Get some feedback On board, have three columns to show how guilty one should feel?

While-Reading (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading task.

To show the Ss another article titled "The Carbon Crime of our century" and ask them to read individually within 2 minutes giving more attention to the highlighted words Ss have to work out the meanings of the highlighted words and phrases and to match them with their definitions. To answer the and share the answers in groups. I do FB

Post-Reading (10-12 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned

In pairs Ss talk to each other and try to generates answers for the question How can we keep our environment safe? In groups Ss shares their ideas

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