Activities:
- Pre-reading – reviewing vocabulary from previous lesson and adding new terms, from the text itself. All the words needed are in the ABC list below:
| A – air, atmosphere | J – jobs | S – sun, saving, smoke, smog, solar, soil, survive |
| B – breathe, building | K – kids | T – trees, toxic, temperature |
| C – composting, chemicals, CO2, carbon, climate, coal | L – lead, land, loss | U – UNESCO, underground |
| D – damage, dump | M – metals, marine | V – vehicle, vegetables |
| E – environment, energy, earth, ecology | N – noise, nature | W – wind, water, waste, wildlife |
| F – fuel, fossil fuels, fog, factories | O – ozone layer, oil, organic food, organism | X – x-ray |
| G – ground, global warming, gasses, government, green house, globe | P – protect, plastic, plants, pollute, pollution, population, policy | Y – your land, “You can make a difference!” |
| H – health, habitat, human | Q – quiet, quality | Z – zero emissions |
| I – information | R – recycle, release, recover |
- Reading the text, taken from the site: https://www.ducksters.com/science/environment/ (which contains a lot more information about the topic). You can have the students work independently, in pairs or in small groups, but each student should have his/her own copy of the text (text section) assigned. Print the text segments separately and give each student or group of students one of the segments. Ask them to mark (highlight) any vocabulary words you had studied previously, in the text they were given and then practice reading the words. Be sure to encourage them to ask if they don’t know how to pronounce a word.
Ask the students to try to read the full section (either individually or with classmates). Check that they have marked the vocabulary they learned beforehand.
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