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I designed this GREEN lesson for B2 EAP students. The reading texts that are taken from Ready to Write Pearson, Longman. It follows genre-approach, product approach and process writing approaches to develop learners writing skills. The main theme is over-using/over-consumption of sources and resources. The subsidiary aim is to create environmental and social awareness to reduce human impact on the environment. The language aims are as shown below. Timings are not shown on purpose as this includes process writing approach, which can take time depending on learners’ level and familiarity with writing supporting sentences and conclusions. The learner profile in my mind while preparing this is assumed to have background on basic essay writing.

Learning outcomes

1. to enable learners to use problem and solution language in producing the language.

2. To discuss on problems and offer solutions.

3. To write a supporting paragraph on a given topic

4. to analyse a sample text and use it as an example for their own essay.

Lead-in

T shows some pictures on the smart board and elicits answers for:

1. What is it about?

2. How does it make you feel?

Pre-Teaching Vocabulary:

Students are asked to work in pairs to match the words with their definitions.

Target word list 1:

waste, disposal, eco-friendly, energy-efficient, water scarcity, over-consumption, energy source, animal-friendly, over-use, recovery, recycle, reuse, landfill, appliance, renewable, non-renewable

Task 1

T. divides students into 3 groups of 4 (This could be arranged according to the number of the students). Each group is given two situation cards. T. gives one card to 2 students and ask them that they are a team, and the other card to the rest of the students in the same group saying that they are expected to work like a team.

Group 1:

Card 1: “You are a company that produces electronic devices.”

Card 2: You are unhappy about the company’s non-eco friendly approach.

Group 2:

Card 1:  “You are a company that produces beauty products”

Card 2: “You are unhappy that the materials being used are not animal friendly”

Group 3:

Card 1: “You are a company that produces furniture”.

Card 2: “You are not happy with their waste disposal process”

** Card 1 students are asked to list THREE possible problems which their company can create for the environment. Card 2 students are asked to list THREE reasons why they are not happy with the X situation specified in their situation card and list possible solutions.

All groups are given a simple problem-solution template  (template to be attached).

Students then are asked to compare and contrast the possible problems and solutions, agree on the ones they like to keep and are asked to go into the next stage of the task:

Task 2: You are in a council meeting. Card 1 holders are the representative figures from the company and Card 2 are representative of the local residents. Act out a dialogue that ends in mutual agreement over the solutions.
*T Monitors and takes notes to address to any emergent grammar, vocabulary, pronunciation, register, style and appropriacy issues and gives feedback to those emergent language errors (dogme).

Reading 1:

T handouts a short paragraph (Energy Sources: A Dilemma for the Twenty-first century) and asks the student to underline the thesis statement. (paragraph to be attached)

Post-reading 1: T then divides the class into 3 groups and gives each group one topic sentence for a supporting paragraph:

Supporting Paragraph 1:

One solution to the energy crisis is to increase the energy efficiency of appliances and vehicles.

Supporting Paragraph 2:

Another solution to this dangerous situation is to avoid over-using energy sources.

Supporting Paragraph 3:

The best solution is to find alternative sources of energy to meet our future needs

Pre- Writing:

Each group asks to list supporting ideas with their solutions and examples. They can go and ask other groups for their opinions and do internet search. After they list their ideas, T writes each groups supporting ideas on the board and gives feedback. The class is also invited to give feedback for the other groups.

Writing Stage 1: Each group turns their lists into supporting sentences.

Reading 2: Groups are given a sample essay a student has written and are asked to analyse the organisation of the essay as well as key words, phrases and structures are used in this form of essay: (Article to be attached)

Post-reading 2:

Students are asked some CCQs to check the meaning of the text. (i did not prepare CCQs yet so I encourage other teachers to add to mine)

Students are introduced with the organisation of a problem and solution essay. (scheme to be atatched)

Writing:

Students are asked to turn to their original groups, combine their paragraphs to develop an essay on their own.

Feedback: Peer editing and self assessment checklist can be provided. Teacher will give annotated feedback the next day – to work on the weakneses.

NEXT LESSON: The follow-up for the next lesson will be perfecting their paragraphs and publishing their essays on a web-blog on environmental issues.

P.S As there are more than one sources, I am sharing my lesson plan with embedded texts/appendices there. :)

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Tugce Cankaya Simpson lesson plan environment

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This is a green lesson using a literary text - "The Little Prince" by Antoine de Saint-Exupery. Hope you like it!
“It is the time you have wasted for your rose that makes your rose so important. Men have forgotten this truth…but you must not forget it. You become responsible, forever, for what you have tamed. You are responsible for your rose.”
”And now here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye.”
Antoine de Saint-Exupery

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This is a lesson (to be) taught on Nov 26th 2021 to a YL class of migrant students at a community school in Shanghai.

Rob Ansell, Nov 2021 cohort

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This is Aster's green lesson plan.

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I'm a bit late but here is my lesson about Youth Leaders. I am not sure if I've got the order of  tasks correct. Brent Simmonds

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Here's a link to Silvina's lesson plan

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Topics: Environmental issues - means of transport - trash - clean-up campaign

Skills: Speaking, Listening, Writing.

To raise Ss' awareness of the impact of littering in public places.

To reflect on their local public transportation system and its environmental impact.

To predict information before watching a video.

To listen for gist and detail.

To express their reactions towards the clean-up campaign.

To suggest ideas to improve tracks and stations conditions.

To write a blog entry expressing their opinion and suggesting further action.

To relate the topic to Ss' own context.

To review different verb tenses to express ideas throughout the lesson.

To use adjectives to describe their local transportation system.

To learn / review some verbs related to cleaning and littering.

To learn / review some filler words and their use.

Link to video: MTA cleans up tracks

Topics: Environmental issues - means of transport - trash - clean-up campaign

Skills: Speaking, Listening, Writing.

To raise Ss' awareness of the impact of littering in public places.

To reflect on their local public transportation system and its environmental impact.

To predict information before watching a video.

To listen for gist and detail.

To express their reactions towards the clean-up campaign.

To suggest ideas to improve tracks and stations conditions.

To write a blog entry expressing their opinion and suggesting further action.

To relate the topic to Ss' own context.

To review different verb tenses to express ideas throughout the lesson.

To use adjectives to describe their local transportation system.

To learn / review some verbs related to cleaning and littering.

To learn / review some filler words and their use.

Link to video: MTA cleans up tracks

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Topics: Environmental issues - means of transport - trash - clean-up campaign Level: B1 and above Skills: Speaking, Listening, Writing. Aims: To raise Ss' awareness of the impact of littering in public places. To reflect on their local public transportation system and its environmental impact. To predict information before watching a video.

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Sikhumbuzo's green lesson idea

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Sikhumbuzo Sibanda.docx My green lesson idea

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Sikhumbuzo's green lesson idea

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Sikhumbuzo Sibanda.docx My green lesson idea

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Mouhamadou's green lesson idea

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Mouhamadou Sadibou Diouf. GREEN LESSON IDEA APR 19

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Playa de San Juan, Alicante (Alacant), España

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Playa de San Juan, Alicante (Alacant), España

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Playa de San Juan, Alicante (Alacant), España

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This is Silvina's green lesson plan! Hope you like it! :)

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Lesson Plan on Sand Mining by Revathy Natesan

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Here's an overview of my lesson: the lesson is designed for primary students mid and higher levels. It is based on ocean pollution which is a common issue in our country and students can relate to it. I tried to go with the tip of people as the video shows not only the sufferings of the animals but also people's efforts to help clean the ocean. There is a focus on language, and the 21C skills of critical and creative thinking. I used some of other teachers' ideas mainly critical thinking questions and the poster drawing. Students will have fun trying to speak on behalf of the animals and draw posters.

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Bushfire Kids Language teaching for the planet September 2020 You can find the lesson notes here http://bit.ly/ELTBushfireKidsNotes, or by clicking on the folder!

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Thank you Patrice for submitting it.

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Hi all,
Here is my idea for a lesson inspired by a photograph that someone shared with me. I'd love to hear your feedback on it and hope one day you can use it!