Lesson plan

Topic
Climate Change

Aims
 To develop integrated skills: listening and speaking and writing around the topic of
climate change
 To develop skills for summarising audiovisual content

Age group
Secondary/Adult

Level
Level B2

Time
Option A (watching the video in the classroom)
80 minutes

Option B (students watching the video at home)

15 - 20 minutes

Materials
 Student worksheet
 Access to video about Kiribati

Introduction
In this integrated skills lesson, students will work on the topic of climate change,
particularly considering how it affects the lives of inhabitants of a low-lying island. They
will make predictions, watch a short video and answer questions, then consider and discuss
how climate change has affected where they live, and how it may affect where they live in
the future.
Procedure
Lead-in Brainstorm some of the effects of climate change with your students.
(5 min)
If you have data projector in your classroom, show the two pictures in
the links below and discuss what effects climate change is having on
the oceans (rising sea levels and increase in intensity of cyclones).

https://emtv.com.pg/wp-content/uploads/2016/06/IPCC-Empathetic-
on-
Pacific-Threat-media.jpg

http://asiafoundation.org/wp-
content/uploads/2016/04/BangladeshKhulna.jpg

If you don’t have a data projector in your classroom, find similar

images online before the lesson and print some to show your students.
Pre-viewing Option A: If you have a data projector or a solution for students
task (15 min) to watch video in your classroom:

 Explain to your students that they are going to watch a video

about an island republic called Kiribati.

 Before showing the video, ask students to look at the words and
expressions in table 1 on their worksheet. They should write a
short paragraph about the video, predicting what they think the
video will be about using as many expressions from the table as
possible.

(Multi-level classes: students who might have difficulty completing

this task could work in pairs. Students who might find the task easy
could work alone. You could also pair stronger students with weaker
students)

Option B: If there is no possibility to watch the video in the

classroom:

 Explain to your students that they are going to watch a video

about an island republic called Kiribati for homework.

 In preparation for the homework task, ask students to look at the

words and expressions in table 1 on their worksheet. They should
write a short paragraph about the video, predicting what they think
the video will be about using as many expressions from the table
as possible.
Video Option A: If you have a data projector or a solution for students
viewing task to watch video in your classroom:
1 (15 min)
 Show the video about the effects of rising sea levels on Kiribati
and ask students to:

- tick the expressions they hear

- compare the paragraph they wrote with the actual video to

see how close their predictions were.
Follow-up Ask students
 Link to lookhttps://www.youtube.com/watch?
to the video: at the discussion questions on their
discussion worksheet. Give them
v=cIG7vt1ZPKE 5 minutes
(Duration: to read30the
6 minutes questions and make
seconds)
(20 minutes) notes about each to help them form their ideas.

 AfterB:
Option 5 minutes,
If there isinvite students totocompare
no possibility theirvideo
watch the notesinwith
the a
partner. Encourage them to discuss their ideas without reading
classroom:
directly from their notes.
 Tell students they should watch the video at home. While they
 watch,
Whole they
classshould:
feedback, or feedback in groups if you have
very large classes. Invite students to share their thoughts
listen
-with and tick
the whole the expressions from the table that they hear.
class.

-Extend
Optional the discussion
compare – askthey
the paragraph students
wrotetowith
maketheaactual
list ofvideo
thingstothat
extension activity willsee
behowdifferent
closeintheir
20 years from now
predictions due to climate change.
were.
Possible topics could be:
Post-viewing task Option A: If you have a data projector or a solution for students
- Transport and travel
(15 minutes) to watch video in your classroom:
- Single-use plastics and recycling
- Innovations
 Ask students to toedittackle climate
or rewrite change
their summary paragraph so
- Migration
that it is a correct description of the video.
- Food
(If you are following
- Agriculture andoption B, students should complete the
industry
editing/rewriting task for homework)
Video viewingby
Contributed Option A: If you have a data projector or a solution for students
task 2 to watch video in your classroom:
Bachynska
(10 Olena
minutes)
Play the video a second time and ask students to answer the
multiple- choice questions 1 – 5 on the student worksheet.

(If you are following option B, students should answer the multiple-
choice questions for homework)
WORKSHEET

Kiribati
You are going to watch a short video about an island republic called Kiribati, in the Central
Pacific Ocean, approximately 8,000km east of Australia.

1. Before you watch, look at the expressions and words in the table below.
Use as many of the words and expressions to write a paragraph summarising what
you think the video will be about.

Scientific research High tide waves

Climate change Moving to a new house every three years
Houses disappeared To leave where you come from
4 metres high Under water
Extremely vulnerable Victims
Relocating the population Maintain identity and the culture
Refugees

2. Watch the video about Kiribati and check to see how similar your predictions are to
the actual video. Tick the expressions from the table as you hear them.
Link to the video: https://www.youtube.com/watch?v=cIG7vt1ZPKE

3. Edit your summary paragraph so that it is an accurate description of the video.

4. Watch the video again. For questions 1 - 5 choose the best option (a), (b) or (c)

1. According to scientific research, the Pacific is the region most affected

by… A: climate change
B: pollution

C: rising sea levels

2. Kiribati is…

A: lower than 4 metres above sea level

B: a maximum of 4 metres above sea level at the highest

point C: only 4 metres from the sea

3. The projections from scientists make the president of Kiribati

feel… A: pessimistic about the future
B: optimistic about the
future C: realistic about
the future

4. According the president of Kiribati, becoming a refugee is

caused… A: by events happening that are expected
B: by events that we can plan for

C: by events that haven’t been planned for

5. Tangaroa says that older people from Kiribati don’t understand the problems
because… A: they believe they should stay on their land until they die
B: they find it difficult to sell their
property C: they have never left before
Discussion

The video you have watched shows how climate change and rising sea levels is
affecting the islands of Kiribati and its people. Think about the following questions:

 In what way has climate change affected where you live?

 How will it affect where you live in 5,10, 20 or 50 years from now?

 What do you do to help the environment? What could you do more of/less of?
 How do you feel when you hear people say that climate change isn’t real?
Spend 5 minutes writing some notes in the space below about your thoughts, feelings and
opinions about the questions.

When you have finished writing, discuss your notes with a partner.