Lizzy Vick Lizzy Vick

ECO-Guilty, Reading
Upper Intermediate level

Description

In this lesson, students will work on the skill of reading in the context of the environment and being eco-friendly vs. eco-guilty. Students will read different texts and read for gist and detailed understanding, using the text to help them form an opinion about environmental things.

Materials

Abc Powerpoint
Abc Matching Definitions
Abc Eco-Guilty Quiz
Abc 4A Eco-Guilt WK Text

Main Aims

  • To provide Ss gist, detailed and deduction reading practice using a text about environmental issues in the context of one-on-one and group discussions

Subsidiary Aims

  • To provide Ss fluency speaking practice in a discussion in the context of the environment.
  • To provide Ss clarification and/or review of using new lexis in the context of environmental issues.

Procedure

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

Briefly try to elicit from the students if any of them knew that yesterday was Earth Day. Have them look at the title of the first text "How Eco-Guilty are you?" Have them discuss in pairs for 1 minute what this might mean. Ask them what they think it means to be eco-guilty or what could be an example of an eco-sin?

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

Have students read quickly through the paragraph (introduction to article). Introduce the quiz (activity 1b). Have them check the box that is most true for them. At the end add up their scores. Have the students compare their answers together and answer the questions: Do you think you should feel guilty? Why do you do these things? Or why don't you? Take some general feedback from students. Do you agree or disagree with your score?

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Set the context of the second reading: Have them predict in pairs what "The carbon crime of our century" could mean. Include pictures of the plain and the polar bear and possible a footprint. (1-2 minutes) Have them read the text quickly (2 minutes) and answer the questions: What's the problem the author is talking about and what are they doing to fix it? Open up the paper. Have them in pairs try to answer question A. (3-4 minutes) Elicit feedback. So, what did we find? Where in the text did you find that or why do you choose that answer? (2-3 minutes)

While-Reading/Listening #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Focus students on exercise B before they read through the passage again. Have them read through the text again and work through exercise B. (7-9 min) Check their answers with their peers (4-5 min) Remind them to refer to the text if they are not sure about an answer. Provide answer key.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

(If the lesson moves faster than expected, insert wkbk activity C here. Have students try to work out the meaning of the highlighted words together in pairs and match the words to the definitions in exercise C. Be prepared for questions and have CCQs ready about the vocab and phrases.) If the lesson is winding down, move straight into discussion/production. Have students in pairs or groups or three discuss these questions: Do you agree with the author's opinion (question #5 in activity b)? Do you think climate change is real? Should we do something about it? Can we? Take some general feedback. Do you agree with the author? Why or why not? What can we do to be more eco-friendly/green?

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