Ecological problems

Lesson developer: Apanova Ainura N.

Time Required: 45 min

Date:

Objectives: at the end of the lesson students will be able to

• broaden their knowledge on theme “Environment”

• speak about various ecological problems, their causes and explore potential solutions for a sustainable future.

- practice using nouns with the ending - tion.

Basic competence:

BC – 1 (Information competence) BC – 2 (Social and communicative)

BC – 3 (Self – knowledge and problem solving)

Subject competence:

1. SC1 verbal competence

2. SC2 language competence

3. SC3 social – cultural competence

Skills:

Listening: to teacher and other students

Speaking: share ideas pairs and in groups

Reading: vocabulary and definitions

Writing: sentences with new words

Critical thinking: determine cause of ecological problems and find solution

Type of the lesson:

a lesson to consolidate what has been learned

Forms: Working in group and in pairs, individually.

Methods: interactive, communicative

Materials:

Ch. A. Abdysheva, O. R. Baluta (English language book for 7^th )

Flashcards, visuals representing ecological problems

Worksheet or handout with ecological

Procedures

Time / stages

Activities

Engage

5 min

Motivation/ Engage

Problem Solving Puzzles

Prepare puzzles pieces, each representing a different ecological problem (e.g., water pollution, air pollution, littering, deforestation and other)

Distribute the pieces to students as they enter the class and challenge them to find their matching pieces. Once matched, have each group discuss and research the ecological problem represented by their puzzle.

Begin with a discussion on what students understand about ecology and the environment.

What does the word Ecology mean?

Exercise 1a

Work with a partner and answer the question.

What does the word “environment” mean?

Students work in pairs and then check with the whole class

Exercise 1b

Look at the picture of ecological problems. Which of them are present in Kyrgyzstan?

Students look at the pictures and check their ideas then compare answers in pairs and check together with a teacher.

Study

5 min

2 min

3 min

3 min

Assessment

2 min

2 min

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Show visuals or videos highlighting the impact of ecological problems on the environment and human well – being.

The teacher explains that some nouns are formed using special suffixes (ion, sion, tion, - ance, ence, - er – ity, iety, ty, y )

Population, disappearance, teacher, safety, pollution

Exercise 3

Students work with the table by writing nouns in the column with the correct option.

At the end of the work, compare the answers in pairs and then check with the teacher.

Problem identification gallery walk.

Create a gallery of images representing different ecological problems and hang them around the classroom. Allow students to walk around and match problem. Each student can explain what ecological problem is it, attach the title at the bottom of the picture

Quick Quizzes 5 questions (Zip Grade)

Give short quizzes or multiple choice questions related to the vocabulary. This can be done phone response clickers.

Types of ecological problems.

Divide the class into small groups and assign each group a specific ecological problem (e.g., deforestation, pollution, air pollution, water pollution, littering)

Provide resources for each and ask each group to create a short presentation on their assigned ecological problem, covering causes, effects, and potential solutions.

Activate

10 min

Group Activity

Groups present their findings to the class, and a brief class discussion follows each presentation.

Environmental Word Association

Start with a word related to ecological problems, such as “pollution” or “deforestation”. Go around the class and have each student say the first word that comes to mind. This can lead to discussion about the interconnected nature of environmental issues.

3 min

Conclusion

Introduce solutions to ecological problems the importance of individuals who can contribute to healthier planet.

Assessment

3 min

Assessment:

Discussion participation rubric

Create a rubric to assess student’s participation in class presentation, discussion. Include criteria such as the quality of contributions, engagement with peers and evidence of understanding.

Home work

2 min

Exercise 1c pg 81 read the article and check your ideas