Song on You Tube song https://www.youtube.com/watch?v=wtoeZ9Nkeqk
Voki presentation on http://www.voki.com/mywebsite.php
Comic strip on http://www.toondoo.com
Interactive wall on https://padlet.com
Use free software for creating a poster on https://www.lucidpress.com/pages/examples/free-online-poster-maker
Samples of posters
In order to implement this lesson, an IWB is necessary as well as computers/ tablets for the learners so they can use the free software suggested during the teaching session(s). In most cases, learners need to create an account for using this software.
PRE TASK CYCLE
Activity 1: The teacher projects a PPT slide with the sign of recycling and asks students what they think it stands for.
Activity 3:Click on http://learnenglishkids.britishcouncil.org/en/fun-games/clean-and-green or http://learnenglish.britishcouncil.org/en/vocabulary-games/recycling?page=0%2C2 to play a recycling game on the IWB.
Activity 4: Students should match the words with their definitions either on a PPT slide or on a worksheet.
Activity 5: Listen to the song https://www.youtube.com/watch?v=wtoeZ9Nkeqk and write down at least two tips about reducing, reusing, recycling proposed in the song.
Activity 6: In groups, ask the students to discuss and decide what actions should be taken in their school/ neighbourhood/area to support or promote recycling- reusing-reducing. Use voki (www.voki.com) or penzu (www.penzu.com) or toondoo (www.toondoo.com )to report your findings in class You are going to show your presentations to the rest of the classes at school in order to make them realize how important recycling is.
Activity 7: Students are shown a pattern of how to form the imperative
|don’t + verb||
|Let’s + verb||
|Subject + should + verb||
You should recycle
You should reduce
You should reuse
Activity 8: Students are shown posters about recycling and discuss the language used as well as the characteristics of good and bad ones (i.e. place of motto, colour schemes, pictures etc.) Activity 9: In groups, the students using the imperative, should create a poster for their school in order to try to show the importance of recycling. Use https://www.lucidpress.com/pages/examples/free-online-poster-maker or http://www.jukeboxprint.com/editor/poster_creator.php .
They present them in class and they vote for the best one!
The teacher could use the following resources to further explore the topic.
http://ebooks.edu.gr/2013/books-pdf.php?course=DSGYM-A114 (THINK TEEN 1 – ADVANCED, Workbook Tasks: p.78-9, Tasks 4 and 5 for imperative sentences and 1, 2,and 3 for vocabulary expansion)
Students have carried out the tasks well if they have successfully reached the outcome of the lessonnamely, a video/comic strip/poster/short story/leaflet to promote recycling. The teacher will evaluate using direct observation of the task performance according to the success criteria described below and can also provide students with a self - evaluation sheet to check if they have responded appropriately to the CEFR criteria set for this lesson namely the “can do” statements.
Students have done well if in terms of :
Content: They have made presentations for the rest of the classes at school in order to make them realize how important recycling is.
Vocabulary: They have used vocabulary and expressions connected to the topic of recycling.
Grammatical correctness: They have used imperative sentences correctly; there has been minor influence by mother tongue in learners’ speech. They have used the correct verb tense, word order and spelling.
Fluency: They have been able to talk without lacking words or making too many mistakes;
Coherence: They have been able to link sentences with fitting connectors and used conjunctions quite frequently;
Interaction: They are active within the small and larger groups, and share their ideas and accept other people’s opinion and criticism.
Pronunciation: They could pronounce the words used correctly and could correct some major mistakes made by classmates or group members;
Teachers should have tried all these sites and created accountsin order to avoid delays throughout the trialling.
Students should have been given time before the actual teaching to become familiar themselves with the aforementioned ICT tools.
The teacher can modify the activities according to the resources, equipment and learners’ interests.
The whole learning scenario is provided but no time is given for each teaching session as this may vary according to the learners’ level, ICT preparation, equipment etc.
This lesson aims at building attitudes and values. It was designed to introduce and not elaborate on the topic of recycling to 12 year-old-learners.
It is based on material used for EFL teacher training in Greece. It was used to exemplify TBLT in the first class of Gymnasio (Junior High School) in Greece during an open class supervised by the EFL School Advisor and observed by EFL teachers. It has been trialled and evaluated successfully in different teaching contexts in Greece It is based on Willis’ quote “Use your text-books flexibly: ‘taskify’ them” (Willis 2006). It was designed to develop language competences using ICT tools as well as social competences by encouraging students to appreciate the value of recycling.
There are lots of user friendly online tools which teachers can easily adopt and incorporate in their teaching situations.
Teachers familiarize themselves with the use of TBLT methodology.
It uses online tools which motivate and appeal to learners. Moreover, recycling is a topic discussed in most EFL curricula, so it would be easily adopted by teachers.