Unit Theme: We and the Environment
Topic: Trash: It lasts a Long
Time!
Level: pre-intermediate; intermediate
Objectives: -
to develop students’ listening and speaking skills;
-to activate the use of phrases
expressing personal opinions,
agreement
and disagreement;
-to introduce vocabulary on a certain topic ;
- to practise working in pairs and small groups;
- to widen students’ outlook;
-to teach careful attitude to environment
Materials: PowerPoint presentation;
handouts; cards with new vocabulary; the song by Michael Jackson “Earthsong”
Procedure:
I.
Warm-up/
Introduction
The song by
Michael Jackson “Earthsong” (I part):
What about sunrise
What about rain
What about all the things
That you said we were to gain…
What about killing fields
Is there a time
What about all the things
That you said was yours and mine…
Did you ever stop to notice
All the blood we’ve shed before
Did you ever stop to notice
The crying Earth, the weeping shores?
What is this
song about? (students’ answers)
What shall we
talk about today? Michael Jackson in his
song asks us: “Did you ever stop to notice the crying Earth? What does he
mean?... Our Earth is fragile and it needs our protection. What environmental
problems did we speak about at the previous lessons? (students’ answers –
pollution of air, water, soil, greenhouse effect, destruction of wildlife,
shortage of natural resources and so on).
The Earth is a big place with big problems. Today
we shall stop at one more very important problem. It is not pleasant, you can’t
solve it alone, but there are things you can do to help. So what is it?
PowerPoint presentation
slide “A landfill/a dump”
Every town or city has a landfill in order to
handle waste. Landfills cover large areas and thousands of tons of refuse are
buried there every day. When a landfill is full a city will need to look for
another place for its garbage. How can we help make landfill space last longer?
Thus, the theme of our lesson today is
“Trash: it
lasts a long time!”
II.
Introduction
of new vocabulary
Before
speaking about this problem I’d like to introduce some new words that will help
us to speak on this problem. You will get two cards – one card with a word and
another with definition, but preparing for the lesson I mixed them up. Your
task is to find the definition for your word and to find a word the definition
of which you have. Please, stand up and try to do it! (mingling activity)
Cards
with the vocabulary on the topic:
1.
A dump// a landfill – an area of land
where rubbish or waste material are put.
2.
Trash// garbage// rubbish// refuse//
waste – things that you do not want any more; material or food that is not
needed and is thrown away
3.
To decompose – to be slowly destroyed
by natural chemical processes.
4.
Decomposition – the process of
destruction.
5.
To handle – to deal with or to
control something.
6.
To fill up – to make something
completely full.
7.
To disappear – to become impossible
to see or to find.
8.
To disintegrate – to break into many
small pieces.
After the task is done, the
vocabulary is checked with the help of PowerPoint presentation, students repeat
the words after the teacher giving examples of their use.
III.
Speaking
practice
So landfills
and abundancy/plenty of trash has become a real problem.
Here I have
brought some items of trash. Let’s see what I have (students identify things: a
banana, paper,a cotton rag,a wool sock,a cigarette butt, a leather boot, a tin
can, a plastic bag, a plastic cup, a glass bottle). Do you often throw them
away?
Decomposition of these refuse takes time.
What will happen to these items if they end up in a landfill? Will all of them
disappear or will they continue to take up space in the landfill? Which item if
any may never decompose?
“One –
two- four – all together” activity
Step 1: the students are given worksheets “ Items of
trash – decomposition order (from the shortest to the longest 1-10)” – look at
the appendix - with a task to think it over individually and complete the chart
.
Step 2: the students are arranged into pairs and are
given cards with items of trash and decomposition times – see the appendix. The
task is to match the items with the times discussing their ideas or guesses,
using new vocabulary and phrases of agreeing/disagreeing and expressing
personal opinions (they are displayed on the posters). It is necessary for the
pairs to reach an agreement/ consensus to the final decision.
Step 3: the students are grouped into fours and are
given worksheets “Items of trash – Decomposition Times” – see the appendix.
Their task is to discuss their previous results, to come to agreement, to make
a joint decision and complete the worksheet with decomposition times.
The groups present their results and then
they are checked with the results of scientists.
IV.
Summarizing.
Feedback. Home assignment.
Do the data
we have learned today say anything to you?
Is it
important to limit the production of waste by community?
What do you
know about the solid waste management practices of reducing, reusing and
recycling? It will be the theme of our next lesson.
The home
assignment is to think and record the examples how to lessen the amount of our
garbage.
Раздаточный материал к уроку:
|
Item of Trash
|
Decomposition times
|
|
|
Banana
|
|
|
|
Cigarette butt
|
|
|
|
Cotton rag
|
|
|
|
Glass bottle
|
|
|
|
Leather boot
|
|
|
|
Paper
|
|
|
|
Plastic bag
|
|
|
|
Plastic cup
|
|
|
|
Tin can
|
|
|
|
Wool sock
|
|
|
|
Item of Trash
|
Decomposition order
(shortest
to longest, 1-10)
|
|
|
Banana
|
|
|
|
Cigarette butt
|
|
|
|
Cotton rag
|
|
|
|
Glass bottle
|
|
|
|
Leather boot
|
|
|
|
Paper
|
|
|
|
Plastic bag
|
|
|
|
Plastic cup
|
|
|
|
Tin can
|
|
|
|
Wool sock
|
|
|
banana
cigarette butt
cotton rag
glass bottle
leather boot
paper
plastic bag
plastic cup
tin can
wool sock
3-4 weeks
1 month
5 month
1 year
2-5 years
40-50 years
80-100 years
250 years
500 years
more than 1000
years
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