Lesson plan/procedure Ecology
1 Warm-up
Interaction forms: whole class
Duration: 2 minutes
Teacher asks students about the colour codes of segregation containers. What types of
materials can be segregated?
2 Main stage
2.1. Introduction of the target language – presentation
Interaction forms: whole class
Duration: 8 minutes
Teacher tells students that they will see a presentation on ‘green’ habits. He/She pauses at
each slide, explaining and augmenting the information presented. Also any new words
should be explained at this stage.
2.2. Target language practice – gap-fill
Interaction forms: individual, whole class
Duration: 10 minutes
Teacher distributes the gap-fill task (below). If any of the words in the box are still not clear
to students, they should be explained.
Teacher asks students to read the information given and see if they remember any answers.
The presentation is played a second time to help students do the task.
Students work individually, then answers are checked with the whole class.
Complete the sentences with the words from the box.
1.
2.
3.
4.
5.
6.
bag
charger
glass
phone
save
segregate
switching
turn
using
waste
You should take your own _____________ when you go shopping.
Please, _____________ off the water. You are not _____________ it.
You cannot put different types of _____________ together. You should
_____________ it!
Paper and _____________ may be used again for many products.
You can _____________ a lot of energy by _____________ the TV off.
Remove the _____________ from the socket. It’s not connected to your
_____________ at the moment!
Answers 1 bag; 2 turn, using; 3 waste, segregate; 4 glass; 5 save, switching; 6 charger, phone
2.3. Consolidation of the target language – recording
Interaction forms: whole class
Duration: 5 minutes
Teacher tells students that they will listen to a recording about the ‘Clean Up the World’
campaign. He/She asks if anyone has heard about it?
The recording is played once through. Teacher asks what the general purpose of the
initiative is (to help clean the environment).
2.4. Consolidation of the target language – recording (true/false)
Interaction forms: individual, whole class
Duration: 10 minutes
Teacher distributes a true/false task (below) to all students. He/She asks students to read
the sentences given and see if they can answer any of them.
The recording is played a second time. Students work individually to complete the task. Then
the answers are checked with the whole class.
Decide if the following sentences are true or false, and tick the appropriate column.
True False
1. The ‘Clean Up the World’ campaign came to Poland in 1994.
2. Over a hundred countries participate in the campaign.
3. The ‘Clean Up the World’ Weekend is celebrated in spring.
4. People receive some money to clean up the environment.
5. An important part of the Weekend is tree planting.
6. Some exhibitions are organised before or after the Weekend.
7. The campaign is not popular among schools.
8. People learn how to use less water and energy during the Weekend.
Answers: 1 true (a year later than in Australia), 2 true, 3 false (in autumn), 4 false (they are
volunteers), 5 true, 6 true (also “around the Weekend”), 7 false (“many schools participate”),
8 true
2.5. Target language practice – personalisation
Interaction forms: small groups, whole class
Duration: 8 minutes
Teacher asks students which of the ‘green’ habits they follow. What do they do every day
and what only occasionally? Is there anything else they do or would like to do to help the
environment?
Students work in small groups, then share ideas in open class.
3 Closing stage
Interaction forms: whole class
Duration: 2 minutes
As a homework, the teacher asks students to prepare a poster promoting ‘green’ habits.
Additional information
Teacher advises students that the www.scholaris.pl website offers a computer application in
the form of a multimedia dictionary presenting correct pronunciation together with
translations of words and phrases learned during the lesson.