LESSON PLAN

Name: Calugaru Adina

School: Ion Borcea Technical College Buhusi
Form: XII D
Date: 27.02.2013
Level: Advanced
Textbook: Advanced Expert CAE, Longman
Type of lesson: Teaching vocabulary and speaking
Unit 7: 5 Global Issues
Objectives:
-

To
To
To
To
To

discuss the theme of environmental problems

learn and activate vocabulary related to environment
listen to a discussion developing the theme and express personal opinions afterwards
use intensifying expressions as an after-listening activity
practice collaborative speaking

Teaching techniques:
Conversation, whole-class discussion, listening to complete sentences,
collaborative speaking, group-work, pair-work
Materials:
textbook, CD-player, pps, projector, blackboard, pictures
Stage
Teachers Activity and
Students Activity
Language
and Language

Interacti Skills
on

Time

Activity I
Warm-up

Activity II

T announces that the lesson will

continue the theme of
environmental problems and
contains a lot of related
vocabulary before practising it as
collaborative speaking, then
checks homework
T tells sts to look at the photos AE and say what environmental
problem they think each one
illustrates. T asks sts not to look
at the vocabulary in the box when
they first talk about the pictures.

Sts read homework

A- Waste disposal/
recycling
B- Air pollution
C- Climate change
D- Deforestation
E- Genetically
modified crops

T elicits answers and writes them

on the board

T-Sts

Speaki
ng

Sts-T

Speaki
ng
Writin
g

T-Sts
3

T shows sts some more images

with environmental problems and
asks them to name the problem
suggested
Activty III

Sorting-out
T divides sts into 5 groups and
asks them to put the words and

Sts work in groups,

and then check their
answers with T, who

Sts-Sts

Writin
g

phrases (ex. 1b) into the five

groups mentioned above. T allows
3-4 min for this task.

projects a table with

the correct
classification.
Sts correct mistakes if
necessary.

Sentence completion:
T asks sts to work in the same
groups and to use the expressions
in the table to complete the gaps
at ex. 1 c, and then mentions that
they should first try to match the
captions to the pictures before
completing the task.
T allows 3 for this activity

Sts sts
1 E : 1- recycled, 2bio-degradable, 3conserve, 4resources

Sst-T

Readin
g
Writin
g

2 A: 5- give off, 6
pollute
3 D: 7- build-up, 8global warming, 9/10
famine/ flooding
4 B: 11 genetically
modified, 12
pesticides, 13 health
hazards

5 C: 14
Deforestation, 15T asks sts which of the issues they
habitat loss/ loss of
think is the most worrying.
habitat, 16 extinction

Speaki
ng

Free answers
Activity
IV

Listening
T prepares sts for the listening
activity and tells them that they
are going to listen to two students
doing a collaborative task on the
topics mentioned earlier in the
lesson. Also, T asks them to
observe if they reached a
conclusion and if they kept the
conversation going.

T-sts
Sts listen to the
recording and then
comment on what the
sts said and how
successfully they
achieved the task.

Listeni
ng
Speaki
ng

4
Sts-T
The sts on the
recording talked about
the importance of the
problems and decided
which is most urgent
to address.

Activity V T asks sts to work in pairs and do

Practice
the task in ex. 2.
T also asks sts to time themselves
they need to talk for about 4
minutes.
T asks one pair to do the task in
front of the class.

Developing the discussion: T asks

sts to answer the questions which
refer to areas more directly
related to their experience (where
you live, do you think etc.).
T also provides sts with a
questionnaire on environmental
problems.

Sts practise
collaborative speaking
in pairs

5
4

Free answers
Sts tell the class
briefly which problem
they have chosen and
why.

5
Free answers.

Homewor T asks sts to prepare more

k
developed answers for the
setting
previous questions and finish the
questionnaire as they will base a
future report on its results.

Waste disposal/
recycling

- Biodegradable
materials
- Dispose
of/dump
(waste/rubbis
h)
- Incinerate/rec
ycle waste
- Use up/ run

Air
pollution

- Contaminat
e water
supplies
- Destroy the
ozone layer
- Give
off/emit
(carbon
dioxide/
toxic fumes)

Climate
change

- Build up of
greenhouse
gases
- Global
warming
- Lead to/ run
the risk of
famine
/drought
/flooding

Deforestat
ion

- Bio-diversity
- Deforestatio
n
- Extinction
- Loss of
natural
habitat
- Wipe out/
kill off
(animals/

Genetically
modified
crops
- Become pest/
disease
resistant
- DNA
technology
- Genetically
modified crops
- Health hazards
- Improve flavor/
nutrition

out of/
conserve
resources

- Pollute (the
atmosphere)
- Trigger
allergies

fish/ birds)

- Spray crops
with pesticides

Survey on Climate Change

1. How concerned are you about the possibility of global climate changes?
Not Concerned

slightly concerned

concerned

very concerned

2. When people talk about climate change what kind of change do you think they are
talking about?
3. Are you aware of any evidence of global climate change?
Yes

No

Maybe

If you answered yes above, please tell us the evidence and the source (where you learned
it).
4. Who should bear the burden of preventing global climate change?
5. From which three of the following do you receive most of your information about the
environment

(Write a 1 by the most important, a 2 by the second most important, and 3 by the third
most important source). Please mark only 3.
Community information meetings
Conversations with friends
Environmental groups
Print media: newspaper or magazines
Mass media: radio or television
The Internet/World Wide Web
Conversations with family members
Technical or scientific publications
School
Other
6. In your mind, what are the chances that human actions have already changed global
climate?
0%

1-20%

21-40%

41-60%

61-80%

81-99%

100%

7. In your mind, what are the chances that human actions will change global climate in the
future?
0%

1-20%

21-40%

41-60%

61-80%

81-99%

100%

8. For each of the following statements fill in the response that best represents your
understanding.
1=strongly disagree 2=somewhat disagree
0=don't know/not sure

3=somewhat agree

4=strongly agree

Harm to the environment is justified if it brings an economic benefit

It is important to preserve the environment for future generations
There is nothing we can do to change environmental conditions
Nature is fragile and we should be careful not to harm or disrupt it
Technology will be able to make up for environmental harm
People will be able to manage the risks to harms produced by industrialization
Nature is divine, and should be treated respectfully
People making individual choices about the environment will provide adequate environmental
protection
People should lead simpler lives with less reliance on technology and less harm to the
environment
Nature is wild and should be tamed to serve mankind
It is all right to sacrifice other species in order to satisfy human needs
We can trust the government to protect the environment

We can trust the scientists and experts to make the right decisions to protect the environment
We can trust businesses to make the right decisions to protect the environment
Small communities better protect the environment than large cities
Industrialized nations have exploited non-industrialized nations
Non-industrialized nations are not harming the environment
People affected by environmental harms should be allowed to immigrate to rich countries