Gökçe Oktay Dülgerci Gökçe Oktay Dülgerci

Celta Lesson Plan 6
Intermediate level


In this lesson, students will learn some vocabulary based on a reading text about how to reduce our carbon footprint. The lesson starts with a small discussion about what a carbon footprint is and what kind of daily activities leave bigger footprints. This is followed by a reading text. Students read the text and try to guess the meanings of some words related to the context. Then they will be shown some pictures related to these words and they will try to match these words with these pictures. When they finish, they will be given slips of paper on which the definitions of these words were written. They will also match these with the pictures. In the second half of the lesson, students will be shown some pictures of some appliances and types of packaging and they will be asked to say what they are and categorize them accordingly. Finally, students will take a short quiz in which they will learn about their own carbon footprint and discuss what else they can do to reduce it.


Main Aims

  • To provide clarification, review and practice of the lexis in the context of protecting the environment.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of carbon footprints.
  • To provide inference of lexis through reading practice using a text about carbon footprints in the context of protecting the evironment


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Ss will be shown a picture and asked what it can be. (carbon footprint picture) Students will make guesses. T will ask CCQs about what a carbon footprint is. ( Your are at a beach and your feet are wet. If you walk, what will you leave on the sand? (Footprints) Do you create gas when you do your daily activities like smoking, driving etc? (Yes) Which gas is that? (Carbon dioxide) So, what is the total amount of CO2 you create called? (Carbon footprint) Can you see it? (No) Is a big carbon footprint good for the planet? (No) Ss will be give handouts and asked to have a look at the items in exercise 1. In groups, students will discuss which activity may create a bigger carbon footprint. Ss will share their answers with the class.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Ss will be given some slips of papers on which some words from the text in exercise 2 were written. Ss will be asked to read the text quickly and try to guess the meanings of these words in groups. At the same time T will stick some pictures on the board related to these words.

Highlighting (5-7 minutes) • To draw students' attention to the target language

When students finish, they will come to the board and match these slips of papers (words) with these pictures in groups. When they finish matching the pictures with the words, they will be given the second set of papers on which the simple definitions of these words were written. In groups, students will also match them with these pictures&words.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Finally, T will ask some CCQs to check understanding. After each word, students repeat to practice pronunciation. ORGANIC: Can food be organic? (Yes) Can some products like shampoo or shower gel be organic? (Yes), Can an organic product have harmful chemicals in it? (No). POLLUTE: When you pollute the air, do you make it dirty? (Yes), When you pollute the water, can you still drink it? (No), Is it ok to pollute the environment? (No), Is pollution good for the earth? (No). RECYCLING: When you recycle a glass, do you make something new from it? (Yes), When you recycle a paper, does it mean you can use it again? (Yes), Is recycling good for the environment? (Yes). PACKAGING: When we package something, do we cover it or wrap it? (Yes), When we package something, can we use paper, carton, glass? (Yes). APPLIANCES: Do we need electricity or gas to use them? (Yes), Are they used at home or office most of the time? (Yes), Are fridges, dishwashers, fans, microwaves appliances? (Yes). ECO-FRIENDLY: Is it bad for the environment / the earth? (No), Is it good for the earth? (Yes), Does eco stand for economy? (No), What does it stand for? (Ecology). DISPOSABLE: Do you use them over and over? (No), Do you use these generally once or only a couple of times? (Yes), Do you throw them away after using them? (Yes). REUSABLE: Do you use these generally once? (No), Can you use them over and over? (Yes).

Controlled Practice (8-10 minutes) • To prepare students for meaningful practice

Ss will look at exercise 3 in their handouts. They will match the pictures with the words and write them under the correct heading. (appliances & types of packaging). Ss first will check their answers in pairs, then with the whole class. Ss will look at exercise 4 in their handouts. They will underline the item in each group that doesn't combine with the adjective. Ss can check the words in bold in the text for a better understanding. Ss first will check their answers in pairs, then with the whole class.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

Students will answer the questions in the quiz in exercise 4 to find out how green their lifestyle is. They will check their answers and share their results with the rest of the class.

Free Practice (3-5 minutes) • To provide students with free practice of the target language

If there is enough time, Ss will try to find some other ways to reduce their carbon footprint. They will discuss their ideas in groups.

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