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7B - For a Green World

TEACHER’S TIPTake the advantages of topics ralated to the environmenatal issues to raise awareness. In this part below, students both learn the language and the topic about a greener world.

Warm upThe section raises awareness about environmental issues and promotes their story telling / reading skills. Write on the board: “What do people you do for the environment?”Students work in pairs and try to make a long list. They can search the Net to find more actions. Then, students display their lists on the walls of the classroom. They move around the class and study all the lists to compare their lists. They can add new actions to their lists and talk about them. Finally, they work in pairs and talk about the things they usually do to help the environment.

Time to Read

A. What do you do to help the environment? Choose the things you do.

Draw attention to the actions and students tick the activities they do. Then, they compare them with their partners’ as in the example.

Key:Students’ own answers

B. Work in groups and tell your actions. Also, share your experiences.

Students work in groups and tell their actions. They share their experiences with their partners’ as in the example.

C. Look at the pictures below and guess. Then, read and check.

Students work in pairs. They study the pictures and tell what is going on. e.g. There are some people in the forest. They are cutting down the trees. People are not happy, etc. They guess the problem and compare it with their partners. Then, students read and check their answers.

Key:The elements of the story:The place: Near Lily’s house, in the forest.The time: a sunny day in the summerMain character: LilySupporting character: Daniel and other friendsThe event: People protested building of a farm in the forest and stopped it. D. Read and find the elements of the story. (GO - R4 / CO - R5)The aim of this activity is to identify the elementsof the story and understand the written text with the help of background knowledge. Students read and find the elementsof the story.

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E. Answer the questions. (CO - R9)Students read the story and answer the questions. They are supposed to read for leisure. Then, they compare their answers with their partners. Students cover the text. They work in pairs and ask the comprehension questions to their partners.

Key:1. She woke up with the roars of the machines.2. They were cutting the trees and digging the land.3. She went directly to the manager in the area and talked to him.4. Daniel helped her. He called the local radio and magazines. He also let the nature club members know about the farm.5. 100 people came together to protest.6. The workers stopped working and left the area. Then, they collected money, bought trees and planted them in the farm area the next day.

F. Read the text carefully. Find cause and effect sentences. (GO - R5)

The aim of this activity is to identify reason result relations in the written text. Write a cause and effect sentence on the board. Students, in pairs, study the sentence and find the cause and effect in the sentence. Do a further explanation if needed. Then, students read the text carefully and fill in the blanks with cause or effect sentences.

Key:1. Lily was very angry because some people were cutting the trees and digging the land. 2. Some people were cutting the trees and digging the land because they wanted to build a big farm in the forest.3. The manager didn’t want to stop cutting the tress so Lily texted and emailed her friends to inform about the event. 4. The workers stopped cutting the trees so Lily and her friends went to a cafe to celebrate their victory.

Time to Speak

TEACHER’S TIPSteps of keeping a diary:a. write only basic information, b. write the date, time and place,c. give a name to your diary,d. read your diary sometimes,e. make sure your diary reflects your personality.

Work in pairs and share the cause and effect sentences with your partner. Then, make more sentences using the clues. (GO - SI 7 / CO - S2)The aim of this activity is to express reason and result relations in their speech. Students compare the cause and effect sentences with their partners. Then, they make more sentences using the clues. Students take care rules of manners and cultural values while speaking.

Suggested Answers:I eat home made food because it’s healthier and cheaper.I use less plastic bags, so I help the environment.I go everywhere by bike, so I save petrol and money.

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Time to Write

A. Lily keeps a diary. Complete the page she wrote that day. Then, report it to your classmates. (CO - W11, 13)

Students learn how to keep a diary in this part. Introduce the tips given below. They read the story again and write Lily’s diary considering the tips. They write coherently. They refer back to the reading part and check their diaries. Then, they do peer correction and rewrite their diaries.

Suggested Answer:.......so I texted and emailed my friends to inform about the event. Daniel called the local radio and magazines. He also let the nature club members know about the farm. Daniel was really helpful. After a short time, more than 100 people were in the area. We were carrying posters and slogans. The workers stopped working and the manager wanted to talk to the crowd. I was in front and had a big argument with him. The policemen arrived after a few hours. Local people also came to area and started to protest. The workers stopped working and left the area. We went to a cafe to celebrate our victory...

B. Now, write down your own diary. Tell the important things only. (GO - W5, 6)

The aim of this activity is to keep diaries and enjoy keeping diaries. To make students enjoy keeping diaries, talk about good reasons of keeping diaries. e.g. They record the important things in their lives and they improve their writing skills. Students write their own diaries considering the tips. Then, they revise and edit their pages and put them into their portfolios.

Follow upEncourage students to keep a diary in a traditional way or an electronic one.

C. Do peer correction and rewrite your and Lily’s diary.

Students do peer correction and rewrite their and Lily’s diary.

Time to Listen

Warm upAsk students; “Do you join protests for environment sometimes? Why? Why not?” Students share their ideas with their classmates or groups. Note the ideas on the board and add your own ideas as well.

A. What do you do when you see ...............? Look at the example below and make sentences.

Draw attention to the environmental problems. Students work in pairs and study the environmental problems one by one. They share their ideas as in the example.

Key:Students’ own answers

Follow upStudents work in pairs. They take turns and mime the environmental problems where as their partners try to guess the problems.

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B. Look at the people around the table and answer the questions.

Students look at the people and remember the story in the previous episode (in 7A). They answer the questions and compare with their partners. Students summarise the previous story.

Key:1. They are Lily and her friends.2. They are informing eachother about the environmental activities they did.

C. Listen and answer the questions. (GO - L1 / CO - L4, 2)The aim of this activity is to distinguish the reason result expressions in recorded text. Students read the questions one by one and make the meaning clear with their partners. They try to guess the answers before listening. Students listen and answer the questions. Then, they compare their answers with their partners’. They take care rules of manners and cultural values while listening. Students also appreciate what they listen. They listen and learn about enviromental issues and how to take actions.

TAPESCRIPTC.Carmen is interviewing Lily for the school magazine. Carmen: Hi Lily. Are you a green person? Lily : Yeah. I think so. At least I am trying to be.Carmen: You did a big protest last weekend. What was the reason?Lily : Yes. Some people were cutting down the trees. We wanted to stop them and finally we could stop. Carmen: Great! What did you do after the event?Lily : We had a party at the Breeze Cafe and celebrated our victory. Carmen: Cool. Then?Lily : We went to the same forest and planted trees. Carmen: Wow! You did a marvellous job.Lily : We also have a team called now; Green GroupCarmen: Oh, why did you set up this group? Lily : To work for environment. We take actions against nature killers.Carmen: Wish you luck, Lily. Please add me to the group. Lily : Oh, yeah. Sure. Guess what? We did another big job yesterday.

Carmen: You are kidding. What is it? Lily : You know there are lots of street animals. We ..............

Key:1. Because, some people were cutting down the trees.2. They could stop them.3. They had a party at the Breeze Cafe and celebrated their victory.4. To work for environment. 5. They take actions against nature killers. D. Work in groups. Guess and share. (GO - SP3)The aim of this activity is to explain his guesses on simple basis. Students guess what Lily and her friends did for the street animals. They share their ideas with other classmates. Elicit ideas from the students but don’t correct or confirm.

Key:They built a shelter for 20 dogs.

E. Listen and check your answers. Students listen and check their answers. They compare their answers with their partners’. Ask students; “Do you like this action? Why?”Elicit ideas from different students.

TAPESCRIPTE. Lily : We built a shelter for 20 dogs. They are safe now. Carmen: You are great!

F. Work in groups and share your ideas. Would you like to join the Green Group? Why?

Students do this activity as a follow up activity. Students discuss if they would like to join the Green Group. They work in groups of three or four and share their ideas. They note down their reasons. e.g. I would like to join this group because they work for the environment, they help animals, etc.

Key:Students’ own answers

Time to Write

A. Write a story about an environmental event. (GO - W4 / CO - W10)

The aim of this activity is to write simple, short