-Project image of things that generate carbon footprints -Elicit: CO2 (What do we call this?) -Ask a S what they ate for breakfast, and circle the food -Calculate the number -Repeat for a few students -Elicit "Carbon Footprint": What do we call the amount of carbon something or someone puts into the atmosphere? (carbon footprint) -CCQ: Who has the largest carbon footprint, of the breakfasts we calculated?

-Give SS HO of vocabulary words -SS circle words that they know (1 min) -In pairs, compare words. SS teach each other words they don't know, and mark ones neither of them know -Give definitions and have them check ones they didn't know -Ask WC which words they didn't know. Write on board. Go through and ask SS to raise hand if they know any of the words on the board. Ask SS to teach the class the word. Monitor for understanding and correct if necessary. CCQ as needed (see Vocabulary Language Analysis for CCQs) -Drill a few words I hear SS mis-pronouncing (possibilities: "inevitable," "ethical"). Write on board and indicate stress.

-Mix up groups a little (select every third student and have them stand up and find a new seat) -Give SS the reading and 2 discussion questions -SS have 1 minute to read the text -SS work in groups of 3 to answer/discuss the questions -Draw a web on the board with the phrase "reducing carbon footprints" in the middle. Nominate students to come up and write ways to reduce footprints, either from the reading or their own ideas

-Bridge from reading and idea generation: tell SS the listening text will be about two students discussing reducing carbon footprints -Introduce Tony and Eddy, and tell a little about each so SS can ID them (Eddy is going on a trip. Tony is telling Eddy about his carbon footprint. Tony knows a lot about carbon footprints and sustainability) -Give SS gist listening HOs and play listening text -SS check answers in pairs (2 mins) -Nominate 2 SS to answer questions CCQs: -Which man is really passionate about making sustainable choices? -Which man is a little skeptical about some choices we can make to reduce our carbon footprint?

-Give SS 3b HO -SS listen to the text again and complete the multiple choice activity -SS check answers with their partners -Nominate SS to answer #1. Tell SS to nominate someone to do #2, etc. For a few answers, ask SS to give reasons why they chose that answer (what they heard)

-Number SS one and twos. Have ones stand in circle facing out. Have twos face them. If uneven number, pair one S with another (they will move as one person) -Read an opinion either Tony or Eddy has. SS discuss with partner they are facing whether they agree or disagree, and why. When I clap, I will give a new topic and the outside circle will move. -ICQ: People on the inside of the circle, will you move? (no) People on the outside, will you move? (yes) Will you discuss the same topic every time I clap? (no) Will you get a new topic every time? (yes) Is it important to listen after I clap so you know what you're talking about?? (Yes!)