Names of participants in group: Sabina, Lety, Pavlina, Zoez Date: August, 25th, 2014

TEPT FINAL PROJECT OUTLINE

Part 1: Context and Rationale

1. General information: Identify your context Protecting the Earth and the Natural Environment

Title of project: What would you do to heal our home?

Age of students: 14-16

Language level of students: Lower Intermediate

Amount of time per week: 5 hours ( 3 x 50 minutes classes weekly)

Other relevant information: Students are secondary learners of English. They are speakers of other languages so English is taught as a first foreign language.

2. Project Description: Describe your project-based learning experience. 

Learners will work in collaborative groups to make a reflection about the future of our planet, specifically of the importance to protect our natural environment. To do this, they will answer to the project’s driving question: What would I do to heal my home? The process will be held in two steps:

1.- Individually, students will analyze their peers’ and own reflections and will decide what to do to protect our planet by creating a personal conclusion (a presentation) in power point or Prezi.

2.- In groups of four, students will write a list of the ten main actions they would do to protect our planet and they will presen them through a digital tool (a video).

Through the design of the presentation, students will manage and reinforce their writing and reading skills as well as vocabulary and grammar related to Modals and Conditional 1 (if + will); by recording a video, they will work on their writing and speaking skills. 

What is your main purpose and general rationale for implementing this project-based learning experience?

The main purpose of this project-based learning experience is to get students to reflect about the critical situation our planet is living, about the facts are affecting its health and mainly about the effects of our positive or negative actions which contribute to heal or destroy our planet. By doing this reflection, students will be able

to identify and interpret the general idea on a  written or oral text, about causes and effects in different situations such as environmental issues in a foreign language; they will be able to use learning strategies through the information and communication technology to get information about this topic, as well as grammar and related vocabulary; they will be able to recognize and comprehend the implications of environmental damages in a global and individual context, and finally they will be able to produce texts by using a foreign language considering the intention, communicative situation and the language elements.

What “entry event” will be carried out to capture student interests?

Teacher will project a video without lyrics titled Earth Song, the purpose is to capture the students’ attention to critical situations the planet Earth is suffering such as climate damage, extinction of flora and fauna, deforestation, global warming, etc. After watching the video, students in groups will start thinking about the action they could do to help to protect our planet. They will then choose ideas to prepare their products.

 Video:  https://www.youtube.com/watch?v=XAi3VTSdTxU

What product (artifact or performance) will enable students to demonstrate their learning?

 The project will be held in two phases, students will make two products:

Phase 1.- Individual activity: students will create a presentation describing at least ten main actions they would do to protect our planet.

Phase 2.- Group activity: students will make a digital product (video).  

What other elements of Project-Based Learning do you plan to incorporate? 

21st century skills - Collaboration, critical thinking skills, technology skills, revision and reflection, creativity and innovation.

How will students benefit from participation in this project?

As it was mentioned in the main purpose, students will be more reflective and more aware of protecting our planet, they will be able to consider actions that could contribute to heal our planet and make it possible for the next generations to enjoy it.

Students will be able to use and reinforce different 21st century skills such as creativity, critical thinking, problem-solving; communication and collaboration; using information and communications technology (ICT) as well as social responsability. Students will become familiar with language related to natural environment, global warming, protecting the world, natural disasters; they will learn and practise conditional and modals; students will use conditional 1 and modals to talk about what they are planning to do in order to protect the planet.

Part 2: Learning Objectives

3. Language Development: Identify the language focus of the project.

• Language skills: listening, reading, writing, grammar, active vocabulary and pronunciation.

• Core vocabulary to be learned: 

Vocabulary related to natural environment, global warming, verbs used for protecting the world; adjectives describing nature; nouns for weather conditions, natural disasters, volcanic eruption, lightening, thunderstorm, tornado, hurricane, flood, earthquake, drought, famine, endangered species, air pollution, litter, logging, extinct, greenhouse effect, global warming, carbon dioxide, unleaded petrol, fumes, atmosphere, habitat, recycle, reduce, reuse, rescue, save, trap, electricity, government.

• Main Grammar points and/or sentence frames to be learned:

1.- CONDITIONAL TYPE 1: If present → Will

2.- MODALS: would, should, may, might

4. What are the learning objectives with measurable outcomes of the project? (What will students be able to do at the end of the unit and how will you measure that?)

- Being  introduced and practising the vocabulary related to environmental issues and natural disasters, intermediate – level students working individually, will be able to prepare a presentation using a specified amount of the target vocabulary, with 100% accuracy.

- Given the instructions and practising the use of modals, intermediate – level students working individually, will be able to prepare a presentation built of sentences containing modal verbs considering  the possible ways of protecting our planet, with 90% accuracy in grammar.

- Given the instruction and exercises relating to the use of first and second conditional, intermediate-level students  working in groups, will be able to produce conditional sentences with 90%  accuracy.

- Given the instructions about making a video, intermediate- level students working in groups, will be able to prepare a video dealing with ways of protecting our planet with proper pronunciation, grammar and vocabulary with 100% accuracy.

Part 3: Learning Activities & Assessment

5. Lesson Plans: Describe how students will learn the knowledge and skills identified in your objectives. Include the steps and timeline (schedule) of implementing each phase of your project.

LESSON PLAN No. 1(50 min)

Topic: Environmental problems and solutions – introducing and practising the vocabulary related to environmental issues and natural disasters.

Lesson Goal: Ability to use, write and pronounce properly the words related to environment and natural disasters; ability to listen with understanding and answer listening comprehension questions.

Lesson objectives:

Being given the table naming the words’ categories, students will be able to categorise the words with no mistakes.

Being given a crossword, students working in pairs, will be able to guess the definition of the words introduced earlier and write them into the correct places with no spelling mistakes.

Being given the blanked text, students will be able to fill the gaps with the words related to the subjects with no mistakes.

Being shown the pictures illustrating environmental words and expressions on natural disasters, students working in groups, will be able to name them with 90% accuracy in pronunciation.

Being given a listening comprehension worksheet with a picture of a forest fire, students will be able to briefly discuss the topic of the listening activity in pairs; with 90 % accuracy in conveying the meaning;

Being given a worksheet with six questions and A, B statements and having listened the recording twice; students; will be able to identify the correct answers; with 100% accuracy;

List of materials needed: computer, projector, a video, blackboard, a CD player with a recording of the article, a Power Point presentation with pictures, the copies of a crossword, the copies of a gapped text, the listening comprehension worksheet; paper and felt-tip pens.

Steps and a brief description of the activities:

I. Warm up (10 minutes)

Brainstorming

Seeing the capture from the driving video being partially covered, students try to guess the topic of the lesson. If students cannot manage the task the teacher uncovers more and more details of the picture until the correct guess appears.

After familiarising the students with the driving question of the project and it’s short description students are asked to watch the video carefully. The video is played. http://www.youtube.com/watch?v=XAi3VTSdTxU

Having watched the film, students are asked to name as many words and expressions related to the environmental issues they have seen on the video. The words are written down by one of the students – a volunteer.

II. Main activity (35 minutes)

The teacher gives the students a table (Appendix A) with a list of categories the brainstormed words belong to. Students are asked to categorise word by word placing them in a correct column working in pairs.

Students share their ideas with the rest of the class, check for mistakes and add the words and expressions given by the teacher (written on the blackboard).

Students are given a crossword (Appendix B) with some definitions of words introduced in the warm up. Working in pairs, they fill in the crossword. Then check its correctness orally with the class and the teacher.

Students are given a gapped text (Appendix C) – news reports with the previously introduced words to fill in, working in pairs. Then they check its correctness with another group. Students are shown a Power Point presentation https://www.youtube.com/watch?v=YKOXrEoIv9A&index=3&list=UU-r86uzMN2ykwb9guhfyE7Qpictures given at (Appendix D) illustrating the words they acquired. Divided into groups of four they compete to name as many words and expressions as they can pronouncing them correctly.

Pre-listening activity : Teacher distributes work sheets (Appendix E) with a picture of a forest fire and comprehension statements A and B written below; students look at the picture and discuss it in pairs; they give suggestions about

the main idea of the listening activity; Teacher revises the following words on the board: firefighter, soldier, government; Students prepare to listen to the article twice;

Listening comprehension : students listen to the article about forest fires (Appendix F) in Portugal. While they are listening for the first time they mark the statements A or B; after listening for the second time they compare with their partners; after that they check answers with the teacher;

III. Closure (5 minutes)

Teacher divides the students into three groups and sets the three topics (Nature, Environmental Problems, Natural Disasters). Teacher gives paper and a felt-tip pen to each group. The groups choose a note-taker. The groups discuss their topic and write as many words as they remember for 3 minutes. The teacher collects the lists with words of each group and count the points: 1 point for a correctly spelled word; 0,5 points - there is a spelling mistake but the word is understandable; 0 points for incorrect or completely misspelled word;

FOLLOW-UP ACTIVITY

- A subsequent day the teacher will return the lists of vocabulary to each group and students will reflect on the closure activity and pronounce the words.

1. How you will assess the learners’ progress both during and at the end of the project? (Include any materials you design for this purpose.)

ASSESSMENT AND EVALUATION

Students' progress towards meeting the lesson objectives will be measured in accordance with students' answers on the gapped-text activity (Appendix C) and the listening activity (an article about a forest fire in Portugal) (Appendix F). The information will be used as a means of formative assessment and instruction adjusted accordingly to prepare students for summative assessment of these skills through their final products.

Appendix A

The table for the words seen on the film and added by the teacher

Animals Plants VerbsNatural

disastersMan-made problems

Appendix B.

Appendix C

Gapped news reports

A 1................ has hit the coast of America and high 2................ have destroyed many buildings. Heavy rain has caused 3................ in many places.

There has been a volcanic 4................ in Iceland. 5................ in the Earth’s atmosphere has caused widespread disruption to planes.

There has been an 6................ in Turkey which has caused thousands of buildings to collapse. 7................ workers from around the world have already arrived at the scene and attempting to help victims who are 8................ under the rubble.

A very dry summer has caused a 9................ in many parts of Africa. 10................ is expected to follow leaving thousands of people without food. 11................ from around the world have already pledged to send thousands of dollars in aid.

Addapted from: Oxford Excellence for matura Oxford university Press.

Appendix D

PPTX – presentation. Illustrations of the words and expressions related to the environmental issues.

https://www.youtube.com/watch?v=YKOXrEoIv9A&index=3&list=UU-r86uzMN2ykwb9guhfyE7Q

Appendix E

Speaking activityAn illustration of forest fire and the main idea of the listening activity

Taken from: http://ec.europa.eu/commission_2010-2014/georgieva/images/headlines/20100728_big.jpg;

http://www.hindustantimes.com/photos-news/photos-dayinpictures/july282010dayinpics/Article4-579205.aspx

Appendix F

Directions: You will hear an article about a forest fire in Portugal twice. Circle the correct answer - A or B.

1. A - Thousands of firefighters battled with the fires in Portugal.B - Hundreds of firefighters battled with the fires in Portugal.

2.A - There were more than 25 wildfiresB - There were more than 250 wildfires

3. A - The serious obstacles that the huge operation is meeting are due to the weather and the drought.B - The serious obstacles that the huge operation is meeting are due to the high temperatures.

4. A - More than 4,000 soldiers joined the firefighters and volunteers. B - More than 400 soldiers joined the firefighters and volunteers.

5.A - The Portuguese government asked the European Union for help.B - The Portuguese government refused help from the European Union.

6. A - More than 50 people lost their homes in the fires. B - Luckily, nobody lost their homes in the fires.

The Key

Appendix A.

The table for the words seen on the film and added by the teacher (in red).

Animals PlantsEnvironmental

problemsWeather Others

parrot tree fire sunrise meadowelephant forest smog rain sand

bird rainforest hunting wind earthzebra logging hurricane Earthgiraffe air pollution thunderstorm tank

monkey smoke lightening factoriesdolphin species tornado chimney

seal earthquake bulldozerbear flood ashes

volcanic eruption

war

drought trapfamine governmentlitter save

extinct recyclegreenhouse

effectreuse

global warming carbon dioxideendangered

specieselectricity

atmosphereunleaded petrol

reducehabitatfumesrescue

Appendix B

Appendix C

Gapped news reports

A 1hurricane has hit the coast of America and high 2winds have destroyed many buildings. Heavy rain has caused 3floods in many places.

There has been a volcanic 4eruption in Iceland. 5Ash in the Earth’s atmosphere has caused widespread disruption to planes.

There has been an 6earthquake in Turkey which has caused thousands of buildings to collapse. 7Rescue workers from around the world have already arrived at the scene and attempting to help victims who are 8trapped under the rubble.

A very dry summer has caused a 9drought in many parts of Africa. 10Famine is expected to follow leaving thousands of people without food. 11Governments from around the world have already pledged to send thousands of dollars in aid.

Appendix D

1. Volcanic eruption2. Lightening3. Hurricane4. Flood5. Logging6. Earthquake7. Drought8. Litter9. Air pollution.

Appendix F

Tapescript of the article FOREST FIRES IN PORTUGAL

Around 3 000 firefighters battled for the second day to try to put out more than 25 wildfires in Portugal. Many of them worked through the night. Fire crews are still struggling to bring wildfires in the southern Algarve tourist region under control, officials have said. The huge operation is meeting serious difficulties because of the high temperatures - above 40ºC - and the drought. Yesterday at least 400 new soldiers joined the firefighters and volunteers working to control the fires. The Portuguese government has announced a national disaster in the area and has requested financial and other aid from the European Union.France is going to send two firefighting planes to Portugal on Sunday and Spain is going to send one. Three helicopters from Germany and another plane from Italy will start operation on Tuesday. During the last two days more than 50 people lost their homes in the fires. The temperatures will be high until Tuesday. Then there is a chance of mild rain.

Adapted from: www.dailymail.co.uk ; "Hello English", Prosveta publishing

Key to the listening: 1. A; 2. A; 3. A; 4. B; 5. A; 6. A

CLOSURE ACTIVITY:

Assessment of the closure activity:

POINTS DESCRIPTION1 The word is correct

0.5 There is a spelling mistake but the word is understandable0 Incorrect word / and / or completely mispelled

LESSON PLAN No. 2(100 min)

Topic: Making a reflection about the critical situation our planet is living and the effects of our positive or negative actions by learning and practicing the Conditional Type 1.

Lesson Goal: Ability to identify, comprehend the implication of environmental damages and write cause and effect sentences related to this topic by using the Conditional type 1.

Lesson Objectives:

Given some examples about cause and effect sentences using conditional type 1, lower intermediate level students will be able to write sentences with 100% accuracy.

Given the rule for Conditional 1, students will be able to select and give the correct sentence in an interactive game with 90% accuracy.

Having read and discussed active vocabulary about environmental problems, students will be able to make up cause and effect sentences using the conditional type 1 with at least 80% accuracy.

List of Materials Needed:

Computer, projector, speakers, a video, an interactive game, blackboard, photocopies of exercises to complete and active vocabulary.

Steps and a brief description of the activities:

I. Warm up (15 minutes)

Introducing Audio-visual (cause and effect)

Teacher (T) writes the incomplete sentence on the blackboard: “If I ….. (study) hard, I ………. (pass) the exam” and asks the students (Ss) to guess in pairs the missing words to complete it. Then, after two minutes, T asks for four or five volunteers teams to complete the sentence. (If Ss can not complete it correctly, they will do it after watching the video.)

T plays the video: https://www.youtube.com/watch?v=Htk8TiYa0ic and asks Ss to pay attention to the sentences they read. After watching the video, T asks for a few volunteers to write on the blackboard five of the sentences presented in the video or a new one including “if” clause.

T plays the video for a second time and asks Ss for the five different uses of “If” First type. (predictions, offers, warnings, threats and advices), finally asks a volunteer for the structure of the conditional Type 1. T writes them on the blackboard.

II. Main Activities (75 minutes)

Part 1 Writing the correct form of the verbs. (20 min.)

Directions: Complete the written activities of conditional type 1 sentences.

T distributes a photocopy (Appendix G) to each pair of Ss and asks them to analyze the structure and uses of the conditional 1, then they will explain what other new uses refer to.

T asks for a few volunteers to read the sentences given as examples, one by one.

T asks the Ss complete exercise A, writing the correct form of the verbs in brackets.

T collects all the answered papers and asks the Ss check by pair one of their classmates work. (T hands out the photocopies again).

Part 2 Time for Playing a Flip-Quiz (50 min.)

Directions: Select one of the cards of the flipquiz and give the correct sentence.

T divides the class into six different groups, asks them to select one among them to represent the team in a game (each member of the group will be the leader at least once), then T explains that he/she will project an online interactive game called “Conditional 1”

T projects in the classroom the interactive game* designed for this activity through flipquiz**. The game is: http://flipquiz.me/quiz/8065. The purpose of this activity is to practice by learning the contidional type 1 structure, in affirmative, negative and question forms.

Picture 1. Interactive game, six teams (A-F). *Some of the sentences on this game were adapted with different material from http://busyteacher.org/classroom_activities-grammar/conditionals/first-worksheets/ and pictures were taken from internet.

**T should save all the cards (both sides) on pdf’s in advance by selecting “print” and then “save as” and finally project them on the wall If a problem with the net service is presented. In this case, Ss will not be able to choose the card they want, they will answer the following one.

Each team, one by one, chooses one of the cards showed in the flipquiz and the leader of that team gives the correct answer. T reveals the correct answer to class and the team with more correct sentences wins the game.

Picture 2. T opens the chosen card.

Picture 3. T reveals the correct answer and rewards the points.

Part 3 Reflecting about how to heal our home. (25 min.)

Directions: Make up cause and effect sentences using the conditional type 1.

T distributes the Ss in groups of four, and explains them that after they receive some information about the topic, they will give some ideas to protect our planet Earth.

T distributes a photocopy (Appendix H) to each group of Ss and asks them to analyze the most common environmental problems and their possible solutions. Task 1.

T asks the Ss to use the prompts given in the appendix H to make up 10 different sentences by teams with the active vocabulary as in the example (affirmative or negative).

III. Closure (10 minutes)

After writing the reflecting sentences about environmental issues by using conditional type 1, each group will read three of their best sentences to the rest of the class. The other groups will give a feedback making corrections about grammar if necessary.

Finally T collects all the papers with the sentences and evaluate them according to the indicators and criteria given in a rubric.

Further Activities / Homework:

For further activities or homework Ss will work on the following online sites to continue practicing the topic.

1.- ELC STUDY ZONE: http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/1cond1.htm

Ss will complete two online interactive exercises with instant results.

Picture 4. Example of one of the two exercises on ELC Study Zone.

2.- ENGLISH EXERCISES: http://www.englishexercises.org/makeagame/viewgame.asp?id=3226

Ss will complete three online interactive exercises with instant results.

Picture 5. Interactive exercises on www.englishexercises.org

Assessment/Evaluation: Students’ progress towards meeting the lesson goal will be measured based on their answers to the Reflecting about how to heal our home. (Part 3). The information will be used as a means of formative assessment and instruction adjusted accordingly to prepare students for summative assessment through their final product (video).

FormIf clause + main clauseIf+ present simple + will + base verb

Appendix G

A. Write the correct form of the verbs in brackets.

1. If it is hot this afternoon, we ______________ (go) to the beach.

2. If it is cold this afternoon, we ______________ (not go) to the beach.

3. Peter ______________(get) into trouble if he steals that cell phone!

4. You ______________(not pass) if you don’t study harder!

5. I ______________(make ) dinner if you like.

6. If it ______________(not be) too expensive, we’ll buy it.

7. I ______________(give) you $5 if you ______________ (wash) my car.

8. I ______________(phone) you if I ______________(have) any news.

9. If we ______________(not help) them, they ______________(not finish the work on

time.

10. I ______________(buy) a new laptop computer if I ______________(save) enough

money.

11. He ______________(not go) to school tomorrow if he ______________(not feel) better.

12. If they ______________(not hurry), they ______________(be) late.

13. If it ______________(snow), we ______________ (build) a snowman.

14. If you ______________(eat) everything now, you ______________(not have)

anything to eat at lunchtime!

15. If you ______________(not turn down) the music, you ______________ (wake up) the

baby!

Uses ExamplePromises If you help me, I’ll give you a present.Threats/ warnings I’ll tell the police if you do it again.Logical consequences If you don’t take the umbrella, you’ll get wet.Offers If you like, I’ll help you.Making a deal If you clean the bathroom, I’ll clean the kitchen.

Appendix H

How to protect the environment (Active Vocabulary)

Task 1. Read the sentences in the table.

A lot of people feel that pollution has become one of the biggest problems in the world today. People do a lot of things to harm the environment. But still, people can do a lot to become friendly to the environment.

PROBLEMS: SOLUTIONS: Pure drinking water has already become a problem in many parts of the world.

- We can save water. For example, we can save water from our baths and use it for the garden. This would help to save many litres of water every day, especially in summer.- We can stop losing water because of leaking pipes. Many cities have successfully saved water by repairing pipes.

We pollute the water and the ground with toxic waste that comes from factories and with acid rain which kills trees, fish and animals.

- Governments can help by passing laws to stop factories from wasting and polluting water. Factories should recycle water and stop pouring chemicals into our lakes and rivers.- We can say ”No” to plastic bags in shops, and take our own shopping bags.

We pollute the air with cars and factories: gas fumes come from cars and smoke comes from factory chimneys.

- We could use our cars less and walk, cycle or use public transport more, whenever we ca,- We can also use the sort of petrol which keeps the air cleaner, that is the unleaded petrol- Factories could clean their smoke.

We poison the environment, using chemicals to spray fields and gardens to kill insects and weeds, or using detergents.

We should only buy washing-up liquid and washing powder that do not harm the environment.

The main reason for pollution is waste – that is things which we use at home and then throw away.

- We should throw things away but collect different kinds of waste: bottles, cans, paper, rags, and take them to places where they can be recycled.- We can reduce waste by re-using things, for example, we can write notes on the backs of old papers, letters, cards, etc., GIVE THINGS AWAY – DON’T THROW THEM AWAY!- DON’T WASTE food, water, energy, materials. Use everything sensibly and carefully.

Forests are part of our environment. By cutting down trees we harm the environment. When the forest is destroyed, it isn’t only the trees that are lost, the homes of millions of animals and plants are destroyed too. Many kinds of species are in danger.

We can help by re-using paper when it is possible.Buy only recycled paper products, that is, buy products with the “Recycled” sign on it. They are a bit more expensive and not as white, but you help your planet by doing this. Encourage other people to buy only recycled paper!Have you ever planted a tree?Educate other people about the danger of forest fires.

Task 2. Use the prompts to make up sentences with the active vocabulary as in the sentences below.

Example: If we don’t pollute rivers, fewer fish will die.

destroy rainforests - rare plants and animals surviveprotect wildlife- save endangered speciesuse only unleaded petrol – reduce air pollutionrecycle paper, glass, cans – save important resourcesdrop litter on beaches – be clean and safeprotect wildlife – save endangered species

Taken and adapted for this activity from:

http://busyteacher.org/3907-environment-protection-active-vocabulary.html

Answer key

1. ‘ll go2. won’t go3. will get4. won’t pass5. ´ll make6. isn’t7. ´ll give; wash8. ‘ll phone; have9. don’t help; won´t finish10. ‘ll buy; save11.won’t go; doesn’t feel12.don’t hurry; will be13.snows; ‘ll build14.eat; won’t have15.don’t turn down; ‘ll wake up

Taken from:http://busyteacher.org/11579-first-conditional-revision-worksheet.html

LESSON PLAN No. 3(50 min)

Topic : Learning and practicing the Modal

Lesson Goal: Ability to use and pronounce the four modal verbs “would; should; may; might” in different contexts to convey different meanings; ability to fill in gaps in sentences using the correct modal verb; ability to use modal verbs in a presentation with at least 80% accuracy.

Lesson Objectives:

Given an exercise on Modal, students will be able to fill the gap with the correct Modal with no mistakes.

Given an article on a focus area (i.e. Recycling / Haze / Saving oceans / Deforestation), lower intermediate-level students working in groups, will be able to form sentences using the modal verbs taught in this lesson about ways to heal the environment with 80% accuracy in grammar.

Given the instructions and practising the use of modals, lower intermediate- level students working individually, will be able to prepare a presentation built of sentences containing modal verbs considering the possible ways of protecting our planet, with 90% accuracy in grammar.

List of materials needed:

a computer, a projector, speakers, a video, internet connection, articles, a blackboard, a Power Point presentation, photocopies of exercises to complete

I. Warm up (5 mins)

Brainstorming Teacher plays the song ‘Big Yellow Taxi’

http://www.youtube.com/watch?v=Zbp6mgIXa64

Teacher asks students to listen for the environmental problems they can identify from the song (development / deforestation / pollution).

Elicit responses and asks Ss what they can do to fix the situation.

II. Main Activities

Stage 1: Teaching “would, should, may, might” (15 min.)

T shows the class a Powerpoint presentation and explains the four modal verbs and their uses (suggestions / possibilities / advice / uncertainty).https://www.youtube.com/watch?v=H_zRE9rTDtM&index=2&list=UU-r86uzMN2ykwb9guhfyE7Q

T asks Ss to read the examples carefully and asks if they have any question.

Teacher hands out task sheet (Appendix I) and gets Ss to fill the gap with correct Modal in the blanks.

Stage 2: Reading an article (15 min.) “We all want to protect our planet, but we're mostly too busy or too lazy to put up big changes that would improve our lifestyle and save the environment”

T divides the students into 4 groups and give them an article (Appendix J) focussed on a specific area (Recycling / Haze / Saving oceans / Deforestation)

Ss read the article in groups and highlight the ways of addressing environmental issues found in the article.

Ss form sentences using the modal verbs taught in this lesson about ways to heal the environment.

Stage 3: Preparing a Presentation (10 mins)

T shows Ss a tutorial about how to use Prezi. https://www.youtube.com/watch?v=bluOTt_e4qU

Ss surf the net to look for more tutorial on how to use Prezi and discuss with members to create a Prezi presentation.

Stage 3: Wrap up (5 mins)

T writes the question on the board and gets ss to ask each other the question:

“As a student, how would you change your lifestyle to heal the world?”

Final Product No. 1:

For the first final product, Ss will make a presentation individually of at least 10 sentences with the use of modals by using Prezi or power point, it will be assessed according to a rubric (Appendix K) that will be shown by the teacher.

Appendix I

Instructions: Fill in the gaps with " would, should, may, might"

1. You _________ take an umbrella with you, in case it starts to rain.

2. Debbie said she was really busy this week, but I think she _________ show up at the party if she doesn't have to work overtime on Friday.

3. Oh my God, he's unconscious. Don't move him - he __________have internal injuries. Somebody call an ambulance.

4. If I had entered the contest, I _________ actually have won.

5. If I were president, I _________ not sign the tax increase next week.

6. John _________ get upset if you don't tell him the truth.

7. Nina said she would come over right after work, so she _________be here by 6:00.

8. You ________leave the table now that you're finished with your dinner.

9. I ________ answer his letter as soon as possible.

10.When I was a kid, I _________ always go to the beach.

Appendix JDeforestation

With the world growing at a pace hard to match, the increasing need for space is

turning out to be an area of concern. With desperate need for land for agricultural,

industrial and most importantly urban needs to contain cities and their growing

population, a direct action that we have come to recognize as “Deforestation” occurs.

Deforestation in simple term means the felling and clearing of forest cover or tree

plantations in order to accommodate agricultural, industrial or urban use. It involves

permanent end of forest cover to make that land available for residential, commercial or

industrial purpose.

Deforestation can also be seen as removal of forests leading to several

imbalances ecologically and environmentally. What makes deforestation alarming is the

immediate and long term effects it is bound to inflict if continued at the current pace.

Some predictions state that the rain forests of the world will be destroyed completely if

deforestation continues at its current pace.

The best solution to deforestation is to curb the felling of trees, by employing a

series of rules and laws to govern it. Deforestation in the current scenario may have

reduced however it would be too early to assume. The money-churner that forest

resources can be, is tempting enough for deforestation to continue. Clear cutting of

forests must be banned. This will curb total depletion of the forest cover. It is a practical

solution and is very feasible. Land skinned of its tree cover for urban settlements should

be urged to plant trees in the vicinity and replace the cut trees. Also the cutting must be

replaced by planting young trees to replace the older ones that were cut. Trees are

being planted under several initiatives every year, but they still don’t match the numbers

of the ones we’ve already lost.

Deforestation is considered to be one of the contributing factors to global climate

change. Trees absorb greenhouse gases and carbon emissions. They produce oxygen

and perpetuate the water cycle by releasing water vapor into the atmosphere. Without

trees, forest lands can quickly become barren land.

http://www.conserve-energy-future.com/causes-effects-solutions-of-deforestation.php

http://www.livescience.com/27692-deforestation.html

Haze

Cynics point out that the number of hotspots has again been growing in Sumatra. While some errant companies have been named, not a single one has been prosecuted.

Moreover, when the ministers last met in July in Kuala Lumpur, the Indonesian

government declined to release concession maps that ascertain just who holds the

lands that are on fire. Malaysia — second only to Indonesia in palm oil production —

took a similar position.

More should be expected, given this year’s severe haze, with the Pollutant Standards

Index (PSI) spiking above 400 in Singapore and many parts of Malaysia. If not, given

projections that palm oil plantations will continue to expand, the failure of governments

will result in worse haze in the future.

While the issues are complex and multi-dimensional, governments can and

should set the direction so that local communities, non-government organisations and

local and global industry players can play their part. To tackle the haze, governments

must set the parameters of a multi-sector, multi-pronged strategy.

The recurrence of the haze has shone a spotlight on the need to balance

economic growth with sustainability as Asia develops. A lot needs to be done in order to

find that balance. But a first and key step can and should be taken by the ministers.

It would also be best timed to do so before the Asean Summit next month, when

the leaders’ agenda is already overflowing with issues such as Asean integration and

relationships awith the major powers.

The haze is an issue that deserves attention, both as an immediate response to

the situation this year, as well as a demonstration of Asean moving towards an

economic community by 2015. Citizens and corporations can play a major part in

addressing the issue, but governments have to do what they can and should.

http://www.themalaysianinsider.com/sideviews/article/the-haze-what-governments-must-do-and-what-they-cant-simon-tay-and-chua-chi

Recycle

Recycling means taking materials from old discarded materials and making other

new products from them. If you drink juice or soda from a can make sure you recycle the

can, because doing that will save energy and other natural resources. That can will stay

in the recycling loop and out of the landfill saving space in the landfill and other

resources that are used to produce new cans from entirely new materials.

Recycling or making new things from recycled ones takes a lot less money, much

less energy, and saves a lot of the Earth’s natural resources, thereby helping the

environment. Recycling also saves space in landfills. Instead of your garbage being

thrown away and taking up space and possibly damaging the environment it’s better to

recycle it.

The energy saved by recycling also results in less pollution and we all know how

bad pollution is to our environment. When you make new products from old but still

useful materials think about the natural resources that are saved because of the material

from old products that would otherwise have been thrown away.

Paper, glass, cardboard, aluminum cans, steel cans, and other metals can all be

recycled. Plastic bottles can also be recycled to make new products. These products

can be used to make playground equipment, the steel in skyscrapers, bottles that hold

food other household products, and even bottles for drinking water.

Begin to recycle when you separate recyclable materials from other trash. The

segregated materials are collected by different collection programs. Some programs are

instituted by the government while others are run by individuals or organizations that are

concerned about the environment. The materials that are collected are first processed

then sold to manufacturers as raw materials for new goods.

http://www.benefits-of-recycling.com/recyclingforkids/

Save The Ocean

Our oceans are a place of great beauty, incredible wonders, amazing mystery,

and even a source of some of our deepest fears or thrills. Our oceans are important to

us for many reasons, with food, transportation, recreation, medical sources, and energy

being just some of the benefits we gain from them.

Yet, oceans are suffering from our activities too; our land practices cause

agricultural run-off, sewage, and litter to end up in the oceans daily, and there is now so

much trash in the ocean that we've created garbage vortexes where all the trash heads

to. Damage to our oceans is damage to our livelihoods, well-being, and nourishment;

damage to our oceans lacks respect for our oceans' intrinsic value. As individuals, we

can do more to ensure that the oceans are cared for and respected. In this article, you'll

learn some quick and easy ways to help prevent damage to our oceans.

Start by learning what you can about the oceans. This will instill awe, respect, and

most likely a passion in you for all things sea, and the more you know, the more you will

understand the importance of doing our bit to care for the oceans. Some of the things to

read up on include the problems of overfishing, the impacts of climate change on the

ocean, the impact of agricultural, industrial or sewage waste in the oceans, and the

ways in which ocean systems work. Learn about the species in the ocean, and the

geological features and hazards, and finally, but importantly, learn about how much

human beings rely on the oceans for everything from livelihood and nutrition, to

relaxation and hobbies.

Next, reduce the amount of trash coming out of your house by not even bringing

home items that end up as trash. Use reusable bags, leave packaging with the store,

buy unprocessed food products without packaging, prefer stores and items that have

less packaging, and simply buy less.

Also, reduce the amount of trash coming out of house by not even bringing home

items that end up as trash. Use reusable bags, leave packaging with the store, buy

unprocessed food products without packaging, prefer stores and items that have less

packaging, and simply buy less.

If you want to get hands on and do something really useful, clean-up will be a

great way to get involved. Beach clean-ups are usually organized locally by community

groups or municipalities, and in some places they're even country-wide on specific

dates. These are great for family outings because children will be able to help collect

trash from the shoreline and will have a real sense of achievement once it's done.

http://www.wikihow.com/Help-Prevent-Damage-to-Our-Oceans

Appendix K

Rubric for the Presentation (Final product No. 1)

SCORE: _______

TEACHER COMMENTS: __________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix I

(Answer Key)

Instructions: Fill in the gaps with " would, should, may, might"

1. You should take an umbrella with you, in case it starts to rain.

2. Debbie said she was really busy this week, but I think she might show up at the party if she doesn't have to work overtime on Friday.

3. Oh my God, he's unconscious. Don't move him - he might have internal injuries. Somebody call an ambulance.

4. If I had entered the contest, I might actually have won.

5. If I were president, I would not sign the tax increase next week.

6. John may get upset if you don't tell him the truth.

7. Nina said she would come over right after work, so she should be here by 6:00.

8. You may leave the table now that you're finished with your dinner.

9. I should answer his letter as soon as possible.

10.When I was a kid, I would always go to the beach.

LESSON PLAN No. 4(50 min)

Topic: Revision of vocabulary and grammar about environmental problems; preparation and giving instructions for making a video.

Lesson Goal: Ability to evaluate peers' work using a scoring rubric; ability to produce language using core vocabulary and correct grammatical structures - modals and conditional sentences; ability to listen to instructions, to work in groups and to answer to questions about making and editing videos.

Lesson objectives: Being given presentations prepared at home for homework, lower-intermediate

level students working in pairs, will be able to evaluate peer's work using a scoring rubric, justifying their assessment in a comprehensible way.

Being given ideas about modals, students working in pairs will be able to build sentences using modals with 90% accuracy.

Being given examples about conditionals, students working in groups of four will be able to prepare conditional sentences on the basis of their work with modals, with 90% accuracy.

Having seen a tutorial about editing the video with the use of Movie Maker as well as the scoring rubric, students working in groups, will be able to make a video, according to the criteria given by using movie maker or other video editor program.

List of materials needed: A computer with a projector, internet connection, speakers, blackboard, copies of the scoring rubric for a presentation for students, a scoring rubric for a video to display on board.

Steps and a brief description of the activities:

I. Warm up (10 minutes)

Presentation of the students’ work

Three students – volunteers show the presentations prepared at home to the rest of the class

Having watched the presentations, students working in pairs evaluate their peers’ work with the use of scoring rubric (Appendix K, Lesson Plan 3)

II. Main activities

Brainstorming modals (10 minutes)

Teacher writes the question on the blackboard: How can we help our environment? And asks students to build the answers with the use of modals and vocabulary they have practised on previous lessons giving some examples:

‘You can save energy’‘You should recycle paper’

Students make up sentences working in pairs and then each pair writes their sentences on the blackboard. The class checks the correction.

Practicing 1 st conditional (15 minutes)

Teacher reads the first exemplary sentence aloud and asks:

‘What will happen if we save energy?’

Students brainstorm the ideas as long as the correct sentence appears, then, the teacher writes it on the blackboard:

‘If we safe energy, we will limit the pollution.’

The pattern is repeated with the second question. The teacher asks the class:

‘What will happen if we recycle paper?’

and elicits one of the possible answers, then writes it on the blackboard: ‘If we recycle paper, we will save forests.’

Students, working in groups of four, prepare the conditional sentences on the basis of their work with modals. Then, they exchange the outcomes with another group and check for mistakes.

III. Closure (15 minutes)

Making a video - instructions Teacher explains that students are going to work in groups of four to make a video

entitled:

What can we do to HEAL our home?

Based on the vocabulary and grammar structures they practised as well as the information from the reading texts they were working on. Teacher informs that they are free to choose the program to edit the video by using their cell phones or any video aditor (recommending Movie Maker), shows the learners a tutorial about using the video editor Movie Maker http://itc.gsu.edu/wmm/tutorial.pdf and gives the website addresses for the tutorials to the other suitable programs, such as:

iMovie (For Mac) https://www.apple.com/ios/imovie/ Animotohttp://animoto.com/blog/news/creating-your-first-animoto-video/?utm_source=youtube.com&utm_medium=social_marketing&utm_campaign=how_to_first_video

Teacher asks the students what should a good video consist of and elicits the answers (correct sentences, sound, pictures, participating in a group work), finally shows students the scoring rubric (Appendix L).

Teacher informs students about the length (3-4 minutes) of the video and the time of submitting (it is supposed to be uploaded on You Tube and shared to watch by peers).

Teacher plays an exemplary video to give students a hint of how it should look like.

FOLLOW-UP ACTIVITY

After the given time the teacher together with the class watch the videos prepared by the groups of students, the groups assess one another with the use of the scoring rubric and discuss the videos.

ASSESSMENT AND EVALUATION

Students' progress towards meeting the lesson objectives will be measured in accordance with students' building correct modal and conditional sentences. Students’ writing and pronouncing skills as well as the ability to use the vocabulary and grammar patterns introduced during the duration of the project will be assessed through their final products.

Appendix LVIDEO SCORING RUBRIC

EXAMPLE OF THE 2nd. FINAL PRODUCT (VIDEO)

To have an idea about what learners will make as the second final product, here you have a link of a video:

http://youtu.be/k8fDs9odS9w?list=UU-r86uzMN2ykwb9guhfyE7Q

AUGUST, 2014.