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Topic: Save Animals, Save Wildlife, Save Our Planet.Main objectives:By the end of the lesson, learners will be able to:use the vocabulary on the topic “environmental behaviour” e.g. recycle your rubbish, eat a healthy balanced diet, avoid using plastic bags, recycle all you can, use energy saving light bulbs, insulate your home, cut your emissions, use only the water you need, use biodegradable products, don’t waste energy, turn off what you don’t need to formulate the rules of environmentally friendly behaviour. Supplementary objectives: By the end of the lesson, learners will be able to:practice their listening skills for following the instructions and understanding detailed information for further discussion;involve critical thinking skills to complete the task;cooperate working in pairs or groups.Materials: laptop/ TV, HOs (headings, words for the board game “We’d rather”, charts for the “onion rings” activity, tasks for the activity “Six Thinking Hats”)Procedure:GreetingWarm up Name the words you think about when you hear the word “planet”.E.g. P1: stars;P2: waterP3: peopleLead inWork in pairs/groupsRead some words from the title of the cartoon “…Save the Planet” and predict what it might be about. Arrange your ideas into a mind map.Main BodyWork in pairsWatch the cartoon and complete the title. Say if any of your predictions were right. ()Watch the cartoon again and choose the correct heading for every episode (HO1)E.g. Avoid using plastic bags.Match the parts of the sentences. (HO2)Work in groupsThink and write a list of questions about what your group mates do to help the planet. E.g . Do you use biodegradable products? Do you avoid using plastic bags? Do you follow a healthy balanced diet?Do the “onion rings” activity to get to know the answers for the questions you have prepared. (Follow the procedure HO3) E.g. P1 Do you use biodegradable products? P2 No, I don’t. Do you avoid using plastic bags? P1 Yes, I do.6. Discuss your findings in a group and play the board game “We’d rather…” to make suggestions about what you can do to help the environment.E.g. We’d rather (Recycle all we can/Use energy saving light bulbs/Insulate our home/Cut emissions/Use only the water we need.)Choose one hat on the table. The colour of the hat signals the direction of thinking you need to follow to discuss the issue in a group. Choose the topic for discussion from HO1. Use prompts from the worksheet to arrange your ideas about the subject matter according to the colour of your hat. (HO4) Do the project “Do” and “Don’t”. Discuss in a group and write on the poster paper all the DOs and DON’Ts of your environmental behavior.E.g.Get ready for the group presentation of your project.Home Assignment. Take pictures of you and your family members following the rules of environmentally friendly behavior and introduce them in class. Feedback (HO5)How interesting were the activities done at the lesson?Not interestingInterestingVery interestingHow useful for the future generations the issues discussed might be?Not usefulUsefulVery useful I would also like to learn my friends’ opinion and ideas about such environmental issues as:Using cars and public transport in my villageRecycling in their homesHealthy eating in their familiesOther AppendixHO1Choose the correct heading for every episode of the cartoonRecycle your rubbish.Eat a healthy balanced dietAvoid using plastic bagsRecycle all you canUse energy saving light bulbsInsulate your homeCut your emissionsUse only the water you needUse biodegradable productsDon’t waste energyTurn off what you don’t needHO2 Match parts of the sentences1.Recyclea) your home2.Eat a healthyb) the water you need3.Avoidc) products4.Recycle alld) energy5.Use energye) emissions6.Insulatef) you can7.Cut your g) balanced diet8.Use only h) using plastic bags9.Use biodegradablei) you don’t need10.Don’t wastej) your rubbish11.Turn off whatk) saving bulbsHO3. “Onion Rings” (Activity Description)()1.Make sure you have enough space for this - you could do it outside2.Divide the class into two3.One half stands in a circle facing outwards; the other half stands in a larger circle around them facing inwards. Each learner should be opposite another learner4.Tell them they have 2-3 minutes to ask and answer as many questions as possible5.Tell the outer circle to move onto the next learner6.Stop when they've come ‘full circle’7.This can be used for any functional language and for practising any language in a more interesting wayHO4. “Six Thinking Hats”. ................
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