SCHOOL: Liceul Tehnologic ‘Henri Coandă’ Buzău
TEACHER: Muşătoiu Lavinia
CLASS: a-X-a
LEVEL: Intermediate
LESSON: ‘Be clean, be green’
 Click on 4, Express Publishing 2002
 The overhead projector
 Visuals
 Worksheets
 Class CD
 Board
CLASS PROFILE: This classroom is made up of twenty students Most of them manifest enthusiasm towards activities prompted by
pictures and reluctance towards speaking activities. They understand instructions fairly easy and manage to carry out the tasks in
teams and pairs, often with the teacher’s support.
 to identify and provide solutions to common environmental problems;
 to listen to extract specific information;
 to match key-words with a reading passage;
 to build up vocabulary connected with environmental issues;
 to reflect upon own learning and performance

Class organization:
attendance; preparing

T greets the SS and sets the right
mood for the lesson through
spontaneous dialogues that foster a





be green’) and elicits its meaning (We should all protect the environment and preserve nature). T will hand out worksheets containing small texts discussing environmental problems. S: T will walk around to make sure that all SS get the work done and prompt if necessary. .10’ 10’ 10’ SS for the lesson Activity 1: Lead-in Activity 2: Listening comprehension Activity 3: Reading comprehension positive classroom atmosphere. SS will read the descriptions in pairs and match them with the problems listed (litter. water contamination. T introduces the title (‘Be clean.g. It would be a good idea to plant trees to help solve the problem of deforestation) T tells SS they are going to listen to three dialogues and establish what they all have in common. Alternatively. if time allows. To check T→SS SS→T Visuals OHP P: SS may not know the English words for the problems shown. depletion of the ozone layer). acid rain. (e. SS identify the problems the pictures relate to and come up with effective solutions. deforestation. Picture 1 relates to the problem of deforestation. S: T prompts when necessary suggesting the right words/expressions and helping SS get their ideas across. all of which showing threatening environmental problems. T→SS SS→SS SS→T Worksheets P: Individual words can impede comprehension. SS will take turns roleplaying the dialogues. relying on their personal experiences as well. SS’ attention is then directed to some pictures. T→SS SS→T SS→SS Class CD Worksheets Tape script P: SS might need to listen to the tape twice in order to complete the task. S: T will play each dialogue in its turn to facilitate comprehension. Each dialogue will then be exploited in terms of topic and vocabulary occurrences.

T will ask additional questions or work on some lexical items that can prevent comprehension of the reading passages. S: T goes round the class monitoring their work and prompting if necessary. S: T will encourage them by telling how crucial self-assessment is for future development and personal progress. If time allows. SS will complete a questionnaire (How environmentally aware are you?) T→SS SS→SS SS→T None T→SS SS→T Brief oral questions P: Some SS may not stick to the task set by the T.10’ Activity 4: Vocabulary work 5’ Feedback session (Assessment&SelfAssessment) comprehension. . The reading passage will then be used as a springboard for speaking where SS can suggest ways in which we can be planet friendly. T gets the SS to practise the new vocabulary through meaningful activities (unscramble the words. wordbox) T summarizes the lesson and assesses what has been achieved by asking brief questions about the content. P: SS may find it intimidating to judge their own language production. matching.