Ecological problems. Environmental protection
Aims and objectives:
- introducing and practicing vocabulary,
- to improve grammar skills and listening comprehension skills,
- to develop monological speech,
- to develop pupils’ memory, logical thinking, quick reaction,
- to learn about taking care of environment
Equipment: handouts, textbooks
1. Starting point. Greeting.
Quiz “Are you a nature-lover?”
Read the questions and mark the answer that is close to you.
If someone asks you to plant a tree in your schoolyard or in front of your house, do you agree to do it?
With pleasure. Trees make our streets more beautiful.
I’m not sure that I can do it on my own, but I’m ready to help.
Sorry, but I’m too young for it.
When you go for a walk to the forest or to the park, do you pick up flowers?
I ask grown-ups if I may do it.
Yes, I do, but not many — three or five.
Yes, I always pick up flowers. Anyway, new ones will grow up.
What do you do with a candy / ice-cream wrapper?
I always throw it in the litter-bin. If I don’t see it around, I put it in my bag.
I always try to find a litter-bin. But if there isn’t one around, I just throw it on the ground.
I just drop it anywhere. What are yard-keepers for then?
Do you throw away your old exercise-books if there are blank pages left?
No, I don’t throw them away but use them for my notes or drawings.
It depends on how many pages are left.
Yes, the greatest pleasure is to start writing in a new exercise- book.
Add up you’re A, D and C scores.
If you get mostly:
A — The Green Peace will send you a thank-you letter.
B — You have to take more care of nature. We all are parts of it.
C — Be careful! We should care of our planet. It’s our home.
The class is divided into groups of not more than 4. Each group is given a sheet of paper with the task to brainstorm on the idea of environment (5 minutes). After that the groups present their ideas to the class. There should be some common ideas like ‘environmental changes’,‘pollution’, ‘environmental protection’ etc, on which the teacher should concentrate students’ attention as the topics for work and discussion.
If possible the papers with the students’ mind maps can be posted in the classroom for the whole time of working on the topic.
Checking up home-assignment
T: As a writer, you gathered your information, organized it and composed a message to your local authorities suggesting a possible solution for ecological problems. Present your projects.
4. Introducing and practising vocabulary
Students should read the definition and give their examples of the items listed as the intruders. The teacher may ask them to use the pictures as well as their background experience.
Read and comment on the dictionary entry below.
POLLUTION — Undesirable intrusion of unclean harmful substances, products, wastes or effects into the environment.
Do you know the difference? In pairs match the word with its definition:
a) Something in a crumbled or broken condition
b) An unwanted by-product of a manufacturing process
c) Food waste, discarded or useless material
d) An untidy accumulation of objects lying about
e) Useless or rejected matter
Key: 1 c, 2 d, 3 e, 4 a, 5 b.
Choose one word to best complete the sentences.
I don’t like their house — it’s always full of (Rubbish)
The main problem of ecology today is thousands of tons of industrial (Waste)
She always leaves a lot of in the kitchen. (Garbage)
In Singapore a person throwing on the road may be put to prison. (Litter)
Sometimes it seems thatxplain different kinds of accumulates itself. (Trash)
Explain different kinds of pollution:
Water pollution —
Air pollution —
Soil pollution —
Noise pollution —
What should we do to solve these problems?
5. Grammar practice
Complete the table.
Remember that we use Present, not Future Tenses after “if”, “when”, “as soon as”.
As soon as
the air will become cleaner,
there will be more fish in the
water, it will be easier to breathe,
people will become healthier and
the flora and fauna will developThink about 3-5 sentences of your own.
The sentences are discussed in the class.
6. Group work
Our whole planet is in trouble. Every day we hear more and more about the destruction of the environment. Make a list of the three most important problems facing the survival of our planet today.
In groups compare and discuss your three most important problems connected to the Earth today. Try to reach a consensus on the top three problems. Then try to think of possible solutions to the problems. The solutions should be realistic (for example, “not drive cars anymore” is not a realistic solution.)
Read the following situations. What do you think of them? Are these situations problems or not? Write a sentence or two stating your reaction and any supporting idea.
The world’s population has already reached 6 billion and is expected to grow by another billion in about 10-12 years. About 93 per cent of this growth will be in the developing countries.
The number of living species on earth is up to 80 million, but only 12.4 million have been briefly described. 25 per cent of them are at risk of extinction during the next 20 to 30 years.
The teacher guides the discussion encouraging the students to share their opinions.
Developing the general competence. The students have to find examples (one each) of the already solved environmental problems and prepare a brief report.
When did it happen?
Where did it happen?
What was the problem?
How did it influence the environment?
How was it solved?
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