Activities:
- Walk around the school (inside and outside) with your students. If they are allowed to use their phones at school, then ask them to take pictures that show how the school is environmentally friendly or not. If they can’t take pictures, then have them write down lists of what they notice (in their native tongue, if needed).
Return to the class and ask the students to speak about what their pictures showed or what they wrote on their lists. Encourage them to use the English vocabulary you worked on earlier in this unit (see below a copy of the optional list). Be sure they have a copy of the works available to them (on paper or on the board).
| 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 |
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