2. Class discussions to share ideas and learn from each other.

Group tasks where each student has a role (for instance, if they are a company or a consumer) and they have to agree on a solution.

2. Ask students to compare two options of traditional shooting and environmetnal friendly one, and explain which one is better for the environment, to analyse and evaluate.

3.Students propose short presentations where they expose solutions and explain their choices, so they evaluate and create.

Example: Show a short documentary clip in English about sustainable film production (for example, using LED lights, reducing transport). Pause and ask: “What sustainable choices did the crew make?”

2. Introduce new words step by step and let students guess meaning from context.

Example: Introduce the term “green shooting” by showing two sets: one traditional, one eco-friendly. Ask: “What do you think ‘green shooting’ means?” or “Which production has less impact on the environment?”

3. Focus on communication, not perfect grammar. Help them speak with sentence starters.Example: During a task where students plan a sustainable video shoot, give them sentence frames with key industry vocabulary, such as:

. “This lighting setup is more sustainable because it uses LED panels.”

. “To reduce energy consumption, we could limit the use of high-wattage fixtures.”

. “We should reuse set materials or rent props instead of buying new ones.”

. “Using digital distribution instead of physical copies helps lower our carbon footprint.”

Then, let students brainstorm eco-friendly production strategies in small groups using these sentence starters and terms. The goal is fluency and ideas, not grammar perfection.

Remember:

Listing basic sustainability terms used in the audiovisual sector (for example, carbon footprint, green shooting, energy consumption).

Understand:

Explaining the difference between traditional and eco-friendly production methods using simple examples.

Apply:

Seleting more sustainable options for lighting, materials, and transport in a fictional video shoot.

Analyze:

Comparing two production plans and identifying which one has a lower environmental impact.

Evaluate:

Justifying their group’s decisions by defending why certain choices (for example, renting props, using LED lights) are more sustainable.

Create:

Designing a basic “green production plan” for a short video, combining their ideas, and presenting it to the class.

Scaffolding type: Language 1 (from Scaffolding Supermarket QR)

First brainstorming as a class, language needed to discuss a topic, and grouping this language as it is captured.

Why: To help students activate prior knowledge and generate useful topic-related language.

Topic: Sustainability in media

Level: B1

Time: 15–20 minutes

How it works:

The teacher starts the session with a provocative and engaging question:

“What is greenwashing?” “Who cares about sustainability in media?” “What do industry leaders say?”

Students brainstorm ideas and vocabulary. The teacher writes key expressions on the board: “climate change,” “CO2 emissions,” “greenwashing,” “recycling,” “energy use,”

The words are then grouped into categories (for exemple materials, emissions, behaviour) and left visible for later use or shared on a Padlet.

Applied to: Lesson Plan Activity 3.2 Creating a simplified version of the Green Film Guide adapted to their school context: “La Mercè Sustainable Shooting Guide”

Scaffolding type: Writing 2

Definition: Providing students with three sample business plans to analyse for structure, tone, phraseology, and alignment of goals, product development, budget, and marketing. Students then develop their own plan based on the analysis.

Why: To provide real models and a clear structure before writing their own version.

Topic: Sustainable film guide (adapted to the school environment)

Level: B2

Time: 45 minutes

How it works:

Each group receives a section of the Green Film Guide in both English and Spanish. They analyse the structure, tone, and language: How is it organised? What expressions are repeated?

After discussion, each group creates a part of a simplified version adapted to their school, with realistic tips for producing sustainable audiovisual content in class.

Applied to: Lesson Plan Activity 4.2 Presentation and pitch of the sustainability guide: “La Mercè Sustainable Shooting Guide”
Scaffolding type: Speaking 3
Definition: Providing speaking frames such as a debate framework or one for developing a line of reasoning.

Why: To guide oral production and provide clear presentation structures.
Topic: Pitching a sustainable audiovisual project
Level: B1/B2
Time: 30 minutes

How it works:
Groups prepare a short oral presentation (4 slides) and a project pitch. A speaking frame is provided with sentence starters to support fluency:

• “Our part of guide is about…”

• “We believe this matters because…”

• “One challenge we faced was…”

• “We hope this inspires…”
  They rehearse briefly in groups. Classmates use a simple peer-assessment rubric to give feedback after the presentations.