Unit8SaveOurWorld

Lesson48:GarbageIsInteresting!

I.TeachingObjectives

Bytheendofthelesson,studentswillbeableto:

Extractdetailsaboutweeklyenvironmentalactivities(cleanup,garbagesorting,etc.)topletetables,aligningwithHighschoolentranceexaminationreadingdetailextraction.

Mastergarbagerelatedvocabularyandphrasese.g.e.g.,cleanup,pickup,goforawalk,puton)andusethemindialogues,preparingforHighschoolentranceexaminationvocabularytasks.

Understandhazardouswasteanditsproperdisposalandidentifyhazardousitems,supportingHighschoolentranceexaminationstyleenvironmentalawarenessanalysis.

Collaborateindiscussingpersonalenvironmentalresponsibilities,enhancingHighschoolentranceexaminationteamworkandreflectivewritingskills.

II.KeyPoints&Difficulties

KeyPoints

WeeklyEnvironmentalActivities:

Tuesday:Schoolyardcleanup(WorldEnvironmentDay).

Tuesday(later):Neighbourhoodwalk,pickingupgarbage.

Wednesday:Garbagesorting(paper,glass,metal,plastic).

Today:Dannymakesacarfromgarbage.

Laterthismonth:Visitrecyclingcentre.

Vocabulary&Phrases:

cleanup,pickup,goforawalk,puton—usedindescribingactions.

Hazardouswaste:poison,explode,dangerous.

Difficulties

Rememberingsequentialweeklyactivities(e.g.,Tuesday’stwoevents).

Accuratelyusingphrasesindialogues(e.g.,“Let’scleanuptheschoolyard.”).

Identifyinghazardouswasteandexplainingdisposal(e.g.,whybatteriesarehazardous).

III.TeachingMethods

TaskBasedLearning(TBL):Throughtablepletion,dialoguewriting,hazardouswasteidentification,andresponsibilitydiscussions.

RolePlaying:Actingoutgarbagesortingordialoguescenarios.

CollaborativeLearning:Groupworkforenvironmentalresponsibilitydebates,emphasizingpeerfeedbackonclarity.

IV.TeachingAids

CAI(weeklyactivitytimelineanimations,vocabularyphrasevideos,hazardouswasteexamples).

Textbook,worksheets,and“ActivityCards”(with“cleanup,”“sortgarbage”forsorting).

V.TeachingProcedures

Step1:Warmup–Garbageas“Interesting”(5mins)

DiscusstheTHINKABOUTITquestions:

Doyouthinkgarbageisinteresting?Why/whynot?(E.g.,“Yes—canbereused;no—smellsbad.”)

Whathaveyoudoneinaschoolyardcleanup?(E.g.,“Pickeduplitter,sortedrecycling.”)

Share:Invite3–4students.Writedownkeywords:garbage,cleanup,interesting,reuse.

Step2:Prereading–Vocabulary&ActivityPrep(8mins)

VocabularyIntroduction:

Teachphraseswithactions:

cleanup:“Cleanuptheroom—pickuptoys.”

pickup:“Pickupgarbage—putitinbins.”

goforawalk:“Goforawalk—lookforlitter.”

puton:“Putonglovestosortgarbage.”

ActivityTimelinePrediction:

Ask:WhatweeklyactivitieswillJennyblogabout?(Cleanup,sorting,recyclingtrip).

Step3:Reading–ActivityDetailExtraction(12mins)

Tablepletion(Let’sDoIt!1):

Answers:

TimeFrame

Activity

Thisweek

Learnedaboutpollution;garbageisinteresting.

OnTuesday

Cleanedupschoolyard(WorldEnvironmentDay).

LateronTuesday

Walkedaroundneighbourhood,pickedupgarbage;Dannyfixedatoycar.

OnWednesday

Sortedschoolgarbage(paper,glass,metal,plastic).

Today

Dannymadeacarfromgarbage.

Laterthismonth

Classtriptocityrecyclingcentre.

Dialoguepletion(Let’sDoIt!2):

Answers:

Dialogue

Response

1

Let’scleanuptheschoolyard.

2

Let’spickupthegarbage.

3

Let’sgoforawalk.

4

Let’sputonourcoats/gloves.

HazardousWasteDiscussion:

Ask:“Whyarebatteriesandpainthazardous?Howshouldwedisposeofthem?”(E.g.,“Batterieshavepoison;taketorecyclingcentres.”)

Step4:Vocabulary&GrammarPractice(10mins)

HazardousWasteIdentification(Let’sDoIt!3):

Answers:

Battery?

Paint?

Glass?

Box?

Explanation:“Batteries/paintarehazardous—poisonous,explosive.”

RolePlay:GarbageSortingDay:

Studentsactas“paper,”“glass,”“metal,”“plastic”topracticesorting.

Step5:GroupProject–“MyEnvironmentalResponsibility”(15mins)

TaskIntroduction:

ReflectionTemplate:

ActionI’llTake

WhyItMatters

Example(Week1)

Sortgarbage

Helpsrecycling;reducespollution.

“Separatepaper/plasticathome.”

Reducewaste

Lessgarbage=lesshazardouswaste.

“Usebothsidesofpaper.”

GuidingQuestions:

What’sonesmallactiontotake?

Howdoesithelptheenvironment?

GroupWork:

Studentssharereflections,getfeedbackon:

Realism(e.g.,“Sortinggarbagedaily—doable?”)

Impact(e.g.,“Reducingwastecutspollution.”)

ClassSharing:

Groupspresentreflections.Feedbackfocuseson:

Clarityofaction.

Connectiontolesson(e.g.,“LinkstoJenny’sgarbagesorting.”)

Step6:Summary&Homework(5mins)

Summary:

Recapweeklyactivities,vocabulary,hazardouswaste,andpersonalresponsibilities.

Homework:

（1）Writea6sentencereflection:“MyGarbageFreeWeek”(use3lessonterms:cleanup,sort,recycle).

（2）Findonehazardousitemathomeandresearchitsproperdisposal.

VI.BlackboardDesign

WeeklyEnvironmentalActions:

TimeFrame

Action

VocabularyUsed

Tuesday

cleanup,pickup

ga