SF bans plastic bags



Prize-winners: Lesson Plan

| |

|Outcomes: |

| |

|Learners practice extract meaning from an authentic text |

|Phrases to describe a person's achievements |

|Learners discuss and present a person who they think merits a prize for their achievements |

| |

|Materials |

| |

|Pictures: Print-outs of the four pictures to show the class. |

|Text: Goldman prize-winners. One copy per student. Half the class get the text on Albena, the other half the text on Ruth. |

|Worksheet: Goldman prize-winners: One copy per student. |

| |

|Please copy double-sided and save trees! The student materials fit onto two sheets of paper per student this way. |

| |

|Level |

| |

|B1 level of English and above |

| |

|Time |

| |

|1 hour and thirty minutes |

|Stage |Aim |Procedure | Timing in minutes |

| | |Ask students if they have ever won a prize. Let them tell each other in pairs, and | |

|1 |Lead-in to topic of the prize |then tell the group. | |

| | |Then ask the class what famous people they know who have won prizes, e.g. Nelson |10 |

| | |Mandela won the Nobel peace prize, or a famous actor who won an Oscar. | |

|2 |Lead-in to two prize-winners |Show the pictures of Rudi and Ruth, and show pictures 3 and 4 which are linked to | |

| | |their prizes. Ask them to make three guesses as to what the prizes were for. |10 |

| | |Feedback ideas to the class. | |

| | | | |

|3 |Introduce the Goldman prize |Teacher reads the introduction to the Goldman Environment prize and students |10 |

| | |answer the following questions: | |

| | | | |

| | |When was it started? | |

| | |What does it honour? | |

| | |Where do the winners come from? | |

| | |What is it sometimes known as? | |

| | | | |

| | |Check the answers with the class. | |

| |Jigsaw Reading and Speaking: |Put the class into 2 groups and give one group the text on Albena and one group the| |

| |Find out about the recipients |text on Ruth. Students read their text and answer the 3 questions and match words |25 |

|3 |of the prize by reading a text |to the definitions on the worksheet. | |

| |and then asking someone for | | |

| |information from the text they |Put students in pairs with one member from each of the previous groups. They ask | |

| |read. |these questions to their partner about the person their partner has read about: | |

| | |What was the problem? | |

| | |What did he or she do? | |

| | |How successful were they? | |

| | |What new words did you learn? | |

| | |Students complete the missing information from the text they did not read. | |

|4 |Language focus: describing |Tell the class which person you admire, e.g. 'I admire …. | |

| |achievements |Ask a couple of students which of the people they most admire. Then ask them who |15 |

| | |they admire from other fields, e.g. sport, the media, or history. | |

| | | | |

| | |Put the following phrases on the board and drill them: | |

| | | | |

| | |I admire …... for the way he/she …. | |

| | |I think ….. particularly inspiring because... | |

| | |Their great achievement is … | |

| | |They deserve a prize for... | |

|5 | | | |

| |Speaking and personalisation |In small groups students discuss four a few minutes people they admire and come up |10 |

| | |with a list of two or three people they admire most and why. | |

| | | | |

| | |When they are ready, they feedback in front of the class. | |

| | | | |

| | |Teacher gives feedback on what they said well and corrects errors. | |

|6 | | | |

| |Conclusion |Ask students to give feedback as a class on the most interesting things they have |10 |

| | |learnt and on the most useful vocabulary. | |

Description of the Goldman Environment Prize

Read this to the class so that they can answer the questions in stage 3 of the lesson plan.

The Goldman Environment Prize was started in 1996 by Richard and Rhoda Goldman. It aims to honour ordinary people who have taken extraordinary action to protect the environment. Each year an award of 150,000 Dollars is presented to a winner from each of the World's regions; Africa, Europe, Asia, Island nations, South and Central America and North America. The winners all work in different ways to protect the natural world, the different plants and animals within it, and work to promote a sustainable future. They have often worked at great personal risk to themselves. The Goldman Environment prize has come to be known as the 'Green Nobel Prize'.

Pictures

Both these people won a prize related to pictures 3 and 4. Make three guesses what the prize was for.

Albena

[pic]

Ruth

[pic]

Picture 3

[pic]

Picture 4

[pic]

Albena Simeonova

She mobilized against environmental threats, such as the construction of ill-designed nuclear power plants, and organized a decentralized system of “eco-inspectorates” to empower citizens to address community concerns.

What was the problem?

In the late 1980s, fledgling democracies in Eastern Europe were dealing with stagnant economies and facing a desperate need for energy and clean water. Environmental activists in these countries often found themselves being portrayed as obstructionists. Despite illness and opposition, Albena Simeonova has bravely addressed the lack of public involvement in environmental issues in Bulgaria.

What did she do?

Trained as a biology teacher, Simeonova worked as a senior ecologist for the city of Botevgrad on environmental issues before the democratic changes in Bulgaria. Simeonova later became the executive director of the Foundation for Ecological Education and Training (FEET), founded by the Bulgarian Green Party in 1991. Campaigning against the construction of nuclear power plants, in 1994 Simeonova organized the first public debate between the proponents and opponents of nuclear power.

One of Simeonova’s most successful and novel initiatives to date has been the creation of “Ecological Inspectorates” at the local level. The program gave citizens a way to report local environmental problems and receive a swift, independent response from professionals, sometimes from Simeonovoa herself. Following her lead, municipalities organized their own “Eco-Inspectorates,” or provided funding to NGOs to start them. The original four inspectorate programs grew to 25 and more are being planned.

How successful was she?

Seeing the need for nationwide coordination amongst environmental NGOs, in 1993 Simeonova persuaded environmental groups in Bulgaria to come together in an association called the Green Parliament. She also has involved citizens of Bulgaria and Romania to address the problems of trans-boundary pollution. As vice president of the Bulgarian Green Party, in 1995 Simeonova organized a dialogue involving members of the Green Parties of Western and Eastern Europe. In 1996 Simeonova co-founded the Bulgarian Green Federation. Though not a lawyer herself, she has written municipal environmental regulations. In 1997 Simeonova helped establish the Green Justice Association, which works together with local authorities and NGOs to create new environmental legislation.

Simeonova currently serves as chair at the Foundation for Environment and Agriculture (FEABG).

Ruth Buendia

Overcoming a history of traumatic violence, Ruth Buendía united the Asháninka people in a powerful campaign against large-scale dams that would have once again uprooted indigenous communities still recovering from Peru’s civil war.  

What was the problem?

In 2010, the governments of Brazil and Peru signed an agreement that called for a series of large-scale hydroelectric dams in the Amazon. Under this agreement, most of the energy would be exported to Brazil. Few economic benefits would come back to local communities in Peru, whose ancestral territories would be flooded during construction.

Among the indigenous people living in the proposed construction site of the Pakitzapango dam along the Ene River are the Asháninka, who have made a home in the thickly forested “eyebrow of the jungle” practicing subsistence farming, hunting and fishing.

The energy agreement was pushed through without any input from the Asháninka, which broke the rules of the International Labor Organization’s (ILO) treaty—which Peru ratified in 2006—that requires governments to consult with indigenous communities on any development projects in their territory.

 

What did she do?

Ruth Buendía came across news coverage of the bilateral energy agreement and the proposed Pakitzapango Dam. CARE’s requests to the Peruvian government for more information went unanswered, but it soon became clear that the massive dams would displace thousands of Asháninka.

 

Buendía and her team at CARE began reaching out to Asháninka communities, raising awareness about the dam and its threats using digital simulations of how the valley would be flooded during construction. They organized a region-wide assembly and united the Asháninka in opposition to the dam.

Buendía took the struggle to international leaders. She traveled to Washington DC as the representative of the Asháninka delegation and presented a report to the Inter-American Commission on Human Rights about the impact of Peruvian energy development on her people.

How successful was she?

In December 2010, as a direct result of Buendía’s work, the Peruvian Ministry of Energy rejected a request from Pakitzapango Energy that would have allowed the dam to move forward. The following year, Odebrecht, the main shareholder in another dam, the Tambo 40, announced its withdrawal from the project, citing the need to respect the views of local communities.

With the Pakitzapango project tied up in court, Buendía is now working to firmly establish land rights for the Asháninka. She is developing a management plan for the Asháninka Communal Reserve that would protect their lands from future development while allowing local communities to pursue sustainable economic opportunities such as coffee and cacao farming.

Worksheet

| |

|What was the problem? |

| |

|Albena Simeonova: |

| |

| |

| |

|Ruth Buendía: |

| |

| |

| |

| |

|What did they do? |

| |

|Albena Simeonova: |

| |

| |

| |

|Ruth Buendía : |

| |

| |

| |

| |

|In what way were they successful? |

| |

|Albena Simeonova: |

| |

| |

| |

|Ruth Buendía : |

| |

| |

| |

1. Read the text your teacher gives you and answer the questions about the person you read about.

2. What words or phrases can you find in the text in bold which match the following definitions from your text?

The text about Albena Simeonova

1. Newly formed democracy fledgling democracy

2. People who take action to protect the environment ______________

3. Someone who stops things from happening (negative) ______________

4. A discussion in which everyone can attend ______________

5. New ideas or ways of doing things ______________

6. An environmental problem shared between countries ______________

7. The second highest position in an organisation or country ______________

8. Laws protecting the environment ______________

9. A synonym with ‘now’ ______________

The text about Ruth Buendía

1. when a river is blocked to make a lake and generate electricity hydroelectric dam

2. when people are against something ______________

3. When water covers the land after heavy rain ______________

4. When something is refused, it is ______________

5. People producing enough from the land for their own food ______________

6. to do something that is not allowed ______________

7. dangers to something ______________

8. An international agreement ______________

9. To make other people know about something _______________

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download