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Unit 8 Keep Our Environment Clean

The document outlines a lesson plan for teaching vocabulary and reading comprehension related to environmental issues to students. The objectives include recognizing environmental vocabulary, engaging in discussions, and writing about ways to protect their school. The lesson includes various activities such as vocabulary preteaching, reading comprehension exercises, and group discussions.

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60 views4 pages

Unit 8 Keep Our Environment Clean

The document outlines a lesson plan for teaching vocabulary and reading comprehension related to environmental issues to students. The objectives include recognizing environmental vocabulary, engaging in discussions, and writing about ways to protect their school. The lesson includes various activities such as vocabulary preteaching, reading comprehension exercises, and group discussions.

Uploaded by

med
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teacher: Abderrazzak HASSAR Class level: Common Core

Textbook: Outlook Class size:


Unit 8: Keep Our Environment Clean Lesson type: Vocabulary & Reading Comprehension
Title: Vocabulary related Environment School : EL Ijtihad
Class period : 2 hours Date :
Anticipated Problems: No textbook, SS may not understand the work they are required to do; SS may not understand
some vocabulary items; the pair / group work may allow some noise making.

 General Objective(s): Students will be able to use vocabulary related to environment


& read and comprehend the given text.
 Students Performance Objectives (SPO): By the end of the lesson, students will be
able to:
 Recognize vocabulary related to environmental issues.
 Use vocabulary related to environment by engaging in discussion and
participating during the class period.
 Make and use some collocations.
 Read the text and understand it & develop some reading skills such as
previewing, skimming, scanning, word synonymy and word reference.
 Discuss issues related to environment.
 Write a short paragraph about ways to protect their school.
 Material(s): Textbook and the BB.

Time Stage Procedures Techniques


5 Warm-up
minutes -T greets SS. Greeting
-T: Welcome to my class.
-T writes the date on the BB. Discussion
“Save the planet”
15 1.Preteaching vocabulary related to environment problems.
minutes -T raises SS awareness and presents them to the unit.
-T elicits words related to environmental problems from SS.
-T writes students’ answers/examples on the blackboard (BB). Use of
context
Pollution
Global Waste
Worming

Environme
nt Diagram
Species
extinction
Problems Garbage

Flood/
Deforestation
drought

2.Extension of vocabulary Causes of Environment pollution Eliciting


- T elicits phrases related to causes of pollution from SS and writes them on
the BB.
Pollution

Diagram
Air pollution Water pollution Land Pollution

Due to => rubbish


25 3. Collocations
minutes Dos Dont’s
- Recycle waste, plastic & paper. - waste water
- Plant trees - Throw rubbish Chart
- Protect animals. - Destroy trees.
- Collect rubbish - kill animals.
- Save energy - hunt animals
- Save water - Pollute air/water
- Save the planet

4.Further vocabulary: (Protection as a case study)


- T elicits answers from SS related to solutions to environment protection.

To protect We shouldn’t kill endangered animals

We shouldn’t burn or cut down trees.

We should plant more trees.


The Notion
environment We shouldn’t waste water.

We should recycle waste (plastic bag)

We should protect extinct species

We should try to produce less rubbish

-T asks SS to copy.
25 Reading Comprehension
minutes -T asks SS to look at the title of the text and guess what it is going to be Previewing
about.
First reading
-T asks SS to read the attached text and check their guesses, then guess the Skimming
main idea of the text.
-T asks SS to read the text in 5 minutes and isolate words/phrases related to
environment. Scanning
Animal
climate,
deforestation species
drought Semantic
map
Environment

floods,
storms global plant
warming

Second reading
-T asks SS to read the text and extract the consequences of global warming.
What are the Consequences?
- Numerous plant & animal species decline & lose their habitat. Chart filling
- These species are not expected to survive the next 1001 years.
- Human beings, too are probably going to face more difficulties like
floods, storms
- Higher temperatures cause oceans to rise and melting glaciers
add more water.

5.Production:
-T asks SS to write a paragraph about ways to keep their school clean. (20 Composition
minutes)
-T asks SS to read out their production to the whole class.
5. Follow-up:
50 Third reading
minutes -T asks SS to read the text within 3 minutes and answer true false questions.
Ex. 2, page 99.
Keys:
1. I don’t know.
2. False. The convention calls on nations to reduce greenhouse gas
emissions.
3. True. The principal reason for this phenomenon is a century and a half true/false
of industrialization. items
4. True. Greenhouse gases are pushing the global temperature to higher
levels and changing the climate.
5. False. Animal species decline and lose their habitat.

-T asks SS to answer some W/H questions.


a. What causes weather changes? W/H
b. Are people in danger as animals? Questions
c. What is global warming according to the text?
Keys:
a. Greenhouse gases.
b. Yes, they are. “human beings too are……floods and droughts.”
c. Global warming is a “modern” problem which concerns the entire
world.
-T asks SS to find what the following refer to:
1. Their (4th pgh)
2. It (6th pgh) Word
Keys: Reference
1. Plant & animal species.
2. Global warming.

-T asks SS to find words/expressions that mean the same as:


1. To go up
2. Not strong
3. To live longer Word
4. To become larger synonymy
Keys:
1. Increase
2. not expected to
3. Survive
4. Overflow/rise

Prepared by: HASSAR Abderrazzak

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