Teach English, Teach About The Environment
Teach English, Teach Aboutthe EnvironmentA Resource for Teachers of Adult English for Speakers of Other Languages (ESOL)
Table of ContentsIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iNote to InstructorsLesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Beginning Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Intermediate Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Advanced Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Appendix 1: Training ESOL Teachers . . . . . . . . . . . . . . . . . . 37Preparing for Training . . . . . . . . . . . . . . . . . . . 38Conducting the Training Session . . . . . . . . . . . . 38Appendix 2: Using this Resource . . . . . . . . . . . . . . . . . . . . . 39Accessing United States EnvironmentalProtection Agency Resources . . . . . . . . . . . . . . . 39Background Information . . . . . . . . . . . . . . . . . . 40Appendix 3: Flash Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Appendix 4: Picture Files . . . . . . . . . . . . . . . . . . . . . . . . . 101
IntroductionAs a teacher of English for Speakers of Other Languages (ESOL), you know that yourclasses are extremely popular with immigrants and long-term visitors to the UnitedStates. These classes provide not only the opportunity to learn English but canserve as a portal through which many newcomers pass as a first step in integratingthemselves into their new communities and American society.The Environmental Protection Agency (EPA) has developed the Teach English, Teachabout the Environment curriculum to help you teach English to adult students whileintroducing basic concepts about the environment and individual environmentalresponsibility. These concepts can help the newly-arrived be part of cleaner andhealthier communities by understanding and practicing the “3Rs” of solid wastemanagement – reduce, reuse, recycle. “Background Information – The 3Rs of SolidWaste Management” on page 40 should be read before using this curriculum.The curriculum uses a hands-on, multi-sensory, multi-media approach to show howpersonal behavior can improve the overall environmental well-being of the family,home, and community. Lesson plans are provided for the beginner, intermediateand advanced student. Each lesson plan has a language as well as an environmentalobjective. It also provides background on the environmental objective, a list of materialsneeded, a glossary of terms used in that lesson and a worksheet. Lessons should beintroduced when the adult learner is already familiar with the grammatical constructionemphasized in the materials. Flash cards and picture files are also included.We hope that you find Teach English, Teach about the Environment a useful andinteresting resource for your students.i
Note to InstructorsThe Teach English, Teach About the Environment curriculum is a series of lessonsrelated to reducing, reusing and recycling waste. The lesson plans in the curricu lum should be introduced after the adult learner is already familiar with the gram matical constructions emphasized in the materials. The curriculum should be usedas a supplement to your traditional teaching materials.You should introduce and teach the vocabulary, as most students would probablybe unfamiliar with environmentally-related words.ii
Teach English, Teach About the EnvironmentA Resource for Teachers of Adult English for Speakers ofOther Languages (ESOL)Lesson PlansBeginning LevelIntermediate LevelAdvanced Level1
Beginning Level Lesson Plan 1Solid Waste Focus: RecycleEnvironmental ObjectiveIdentify common environmental values held in the United States related to recycling, reusingand reducing the waste stream.Materials NeededPictures a, b, c, d and eFlash Facts 1, 2, 3 and 7Newspapers, aluminum cans, glass bottles, plastic containers, boxes color-coded to match marked(glass, paper, plastic) receptacles for recycling.Background for the TeacherRecycling is an important way we can save energy and conserve natural resources. Manycommunities require residents to recycle and provide special color-coded receptacles for sortingand collecting the items to be recycled. Become familiar with your community’s procedures forrecycling. Determine if there are any penalties for failing to recycle.Language Objectives1.Simple present tense first person singular and pluralExamples: “I recycle glass.” “We recycle newspaper.”2.Adjective-noun orderExamples: glass bottle, aluminum canVocabularyaluminumplastic can (s)newspaper (s)recycleglassbottle (s)Procedures1.Post Flash Facts and pictures before class arrives. Arrange recyclable items on a table.2.Review related Flash Facts. Emphasize how recycling helps to conserve naturalresources.3.Examples: “I recycle newspaper.” “I recycle glass.” “I recycle plastic.” Place the itemsbeing recycled in the appropriate container. Use related picture files as your model.4.Take items out and have students say the same phrases as a group.5.Have groups of students say “I recycle ” depending on what type ofitem the teacher holds up.Teach English, Teach About the Environment3A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 16.Ask pairs of students to volunteer to say the correct phrase depending on what itemis being held up.7.See if individuals are willing to try the activity alone. Do not force them to talk ifthey do not want to.8.Repeat 2, 3, 4 and 5 using “we” instead of “I”.9.Provide students with Worksheet #1. Show one answer on the board.10.Assign Civic Integration Activity and Home Support Activity.11.Have students report back what they observed. Emphasize how the words they’velearned relate to values in the United States.Civic Integration Activity1.Ask students to observe whether their neighbors recycle their waste.2.Ask students to observe whether the school or their workplace recycles waste material.3.Ask at the following class what they observed.Home Support Activity1.Have students identify what items they could have recycled over a week’s time. Listitems. Discuss which natural resources would be conserved if the items were recycled.Relate to Worksheet #22.Have students weigh themselves on their bathroom scale at home. Then have themweigh themselves with the bag of household garbage thrown out each day. Multiply theweight difference by seven days, 30 days, and 365 days to get a sense of the amountof garbage generated by each student. Chart on board. Compare to Flash Fact #1.Teach English, Teach About the Environment4A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Worksheet 1Name: Date:Fill in the missing letters.1.I newspaper.2.I recycle aluminum3.I recycle4.I5.6.W7.r y8.We9.We10.e.g .r newspaper.aluminum.n .c .s s .Teach English, Teach About the Environmentp .5A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 2Solid Waste Focus: RecycleEnvironmental ObjectiveIdentify common ways to recycle in our daily lives.Materials NeededPictures a, b, c, d, e, fFlash Facts 1, 3, 5 ,6, 7Additional Materials - Newspapers, aluminum cans, glass bottles, plastic containers, boxes colorcoded to match community receptacles for recycling.Background for the TeacherRecycling includes collecting, sorting and processing certain solid waste into raw materials forre-manufacture into new items. Look for a “c” on the bottom of plastic containers. It means thecontainer can be recycled. Many recyclable plastics can also be identified by the letters HDPE(milk jugs) and PET (soda bottles).When consumers purchase products manufactured from recycledmaterial they close the recycling loop.Language Objectives1. Review simple present tense first person singular and plural2. Introduce second person.Example: “You recycle newspaper.”3. Introduce third person singular.Examples:“He recycles .”“She recycles .”4. Introduce plural forms with he recycles ”.newspaper (s)recycleconserveTeach English, Teach About the Environment6natural resourcescan (s)bottle(s)A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 2Procedures1.Arrange recyclables and receptacle boxes on the table. Have several examples of eachrecyclable on the table.2.Review with class: “I recycle .” “We recycle .”3.Have class provide choral response.4.Repeat with “He recycles .” She recycles .”5.Reinforce plural “s” forms: “I recycle glass bottles.” “We recycle glass bottles.” Hold upexamples as the class repeats the activity. Repeat for all items.6.Form small circles of 6 to 10 students and model.7.“I recycle newspaper.” “You recycle newspaper.” Point to a person and accentuate“you”. Continue around the circle, passing the items as they speak.8.Change the items until every group has used newspaper, can(s), glass, and plastic.9.Discuss other ways to recycle in our daily lives.10.Identify the natural resources. Ask how recycling helps to conserve natural resources.11.Have students complete Worksheet #2.Civic Integration Activity1.Have students recycle items used or consumed during breaks. Example: cans, bottles,plastic or newspaper.2.Have them deposit recyclables in the containers as they come in from break.Home Support ActivityHave students create a recycling-related picture with a younger family member or friend. See“How My Family Recycles” at www.epa.gov/osw/kids/pdfs/jellyjar.pdf. Select a picture to color.Discuss the page selected.Teach English, Teach About the Environment7A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Worksheet 2Name: Date:I, You, and WeA. CompletepgbnB. Complete1.I recycle newspapers.W bottles.Y bottles.2.I recycle glass.W .Y .Teach English, Teach About the Environment8A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 3Solid Waste Focus: ReuseEnvironmental ObjectiveIdentify reuse of common items normally thrown away.Materials NeededPictures a, b, c, d, g, hFlash Facts 1, 3, 5, 6, and 7Additional Materials - Plastic jug, aluminum can, glass bottleBackground for the TeacherThere are many creative ways to reuse items which might normally find their way into the wastestream: old shoe boxes can be used for storage, plastic containers for planters, etc. Students canalso donate or give away items rather than throwing these items into the waste stream. For alarge number of unwanted items, students can hold a garage sale. They can also be encouragedto shop at garage sales before buying new!Language Objectives1. Interrogatives with “How”2. Responses with “Can” for possibilityVocabularyaluminum can (s)plasticreusecontainer (s)producesource reductiongarbageproduct (s)wastenatural resourcesrecyclableProcedures1.Explain to the class that reuse of an item is a way to save our natural resources.2.Pair students or create small groups of three to discuss how to reuse each of the itemsin the picture from the Picture Files. Allow students three to five minutes per item tobrainstorm.3.Have students report to class by pairs or groups. Ask: “How can you reuse a glassbottle?”, “How can you use a plastic container?”a. I can reuse a glass bottle to/for .b. I/we can reuse plastic containers for/to .c. I/we can reuse plastic containers for/to .Teach English, Teach About the Environment9A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 34.List responses on board. Review how reuse of items reduces the waste stream,contributes to source reduction, and conserves resources.5.Have students complete Worksheet #3.6.Assign Civic Integration and Home Support Activities.7.Have students report back what they observed. Have students display their creativereuse of items.Civic Integration ActivityAsk students to observe ways local businesses or their neighbors may have reused items todecorate or for practical purposes; for example, turning used tires into planters.Home Support ActivityAsk students to reuse an item in a creative way. Have them bring the item(s) to class for display.Vote on the most creative, prettiest, etc. Give prizes or paper ribbons.Teach English, Teach About the Environment10A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Worksheet 3Answer each question.1.How can you reuse the bottle?I can reuse it for a .2.How can we reuse the plastic jug?We can it for .3.How can they reuse the egg carton?They can reuse the for .4.How can we reuse the grocery bags?We can reuse them for .5.How can we reuse the boxes?for .Teach English, Teach About the Environment11A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 4Solid Waste Focus: ReduceEnvironmental ObjectiveIdentify easy ways to reduce the waste stream.Materials NeededPictures a, b, c, d, g, h, and iFlash Facts 1, 5, 6, 8, 9Background for the teacherThere are many other ways in which we can avoid adding to the waste stream. Some manufacturerspackage their products with oversized polystyrene foam. Students should be made aware of exces sive packaging and how to minimize it, if possible. One way to minimize packaging is to buy inbulk. Other ways to reduce waste include donating unwanted items to charities, holding a classswap meet to exchange unwanted items, and buying at garage sales.Language Objectives1.Interrogative words: How, Which3.Plural formsVocabularycharity (ies)swap meet (s)donatechurch (es)unwantedpackagingexchangewaste streamgarage sale (s)Procedures1.Review how reducing waste helps to reduce the waste stream. Have the studentsrepeat, “We buy in bulk.” “We donate old clothes.” “We swap items we don’t needfor items we do need.”2.Have the students to pair off and allow them to speak in their native language.Assign students to think of other ways to reduce the waste stream. Ask “How canwe reduce the waste stream?”3.Bring the class back together and have the pairs report their ideas.4.List their ideas on the board.5.Emphasize the value of donating unwanted items to churches or charities. Ask studentswhich local churches or charities might welcome donations.Teach English, Teach About the Environment12A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Beginning Level Lesson Plan 46.Ask students if anyone ever gave a friend or family member something they nolonger used. Share the idea of a swap meet where students bring in items they nolonger want, and, in turn, swap or give the item to fellow classmates. Emphasizehow the leftover items could be donated to a church or charity.7.Using the students display the items collected and conduct an in-class swap meet.Donate any leftover items.8.Summarize ways to reduce the waste stream. Emphasize how reducing the wastestream conserves natural resources.Civic Integration ActivityUsing the churches or charities identified in Procedure 5, have the students collect items forthem. Donate the items.Home Support ActivityAssign students to collect unwanted but usable items to either swap in class or to donate to aspecified church or charity.Teach English, Teach About the Environment13A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Intermediate Level Lesson Plan 1Solid Waste Focus:Recycling, Reusing, ReducingEnvironmental ObjectiveCompare and contrast environmental values held in the United States related to recycling,reusing, and reducing to those held in countries represented by students in the adult ESOL class.Materials NeededPictures k, a, b, c, d, e, f, iFlash Facts 6, 10, 11, 12, 15, 16, 17Photos of trees, recycling receptacles, excessive packaging, glass, cans, etc.Background for the TeacherRecycling saves natural resources. It also saves energy and reduces human impacts on the climate.Paper and aluminum are recycled with great success. Successful recycling, reducing and reusingmeans less depletion of dwindling natural resources. International values related to recycling,reusing and reducing may vary. Compare and contrast your students’ values related to recycling,reusing, and reducing.Language Objectives1.Questions with auxiliary verb “Did”2.Interrogative words “What,” “Why,” “How”3.Simple past tense responsesVocabularycontainer (s)reusableforest (s)excessiveshopping bag (s)waste streampackagingpaper mill (s)item (s)Teach English, Teach About the Environment14A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Intermediate Level Lesson Plan 1Procedures1.Post pictures and flash facts before class arrives.2.Discuss the beauty of the natural environment reflected in the picture of the trees.Ask if forests exist in their countries. “Did you have forests in your country?” Chartresponses by country.a. Did you recycle paper in your country?b. Did you recycle other products?3.Ask: Did you reuse items in your homeland?Have students pair off and discuss how they reused items in their homelands. Givethem five minutes to discuss, and then share responses. Chart answers by country,listing what items were reused and how they were reused.4.Discuss pictures showing excessive packaging. Was so much packaging really needed?Why do manufacturers like excessive packaging? Have students compare andcontrast ways they could reduce excessive use of packaging. Examples might includeselecting products with less packaging, using reusable shopping bags, and writingthe manufacturers.5.Wrap up by reviewing the class chart. Emphasize the importance of conserving naturalresources by reducing, reusing and recycling waste.Civic Integration ActivityHave students hold an in-class “unwanted items” meet to exchange or sell items they do notneed or use. Explain how exchanging is a form of recycling.Home Support Activity1.Have students interview families about solid waste disposal in their homelands. Useattached interview sheet.2.Have students collect and bring in examples of the ways they reuse items they mighthave ordinarily discarded. Display reused items. Select the most creative, most original,and most unusual and give prizes for each.Teach English, Teach About the Environment15A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Intermediate Level Support ActivityName: Date:1.How was solid waste handled in your homeland? Was it collected, and taken to alandfill? Burned? Who took care of these activities?2.What were people’s attitudes toward waste?3.Were people concerned about conserving natural resources?4.Other comments.Teach English, Teach About the Environment16A Resource for Teachers of Adult English forSpeakers of Other Languages (ESOL)
Intermediate Level Lesson Plan 2Solid Waste Focus: RecycleEnvironmental ObjectiveCompare and contrast ways people recycle in each of the students’ countries to recycling in theUnited States.Materials NeededPictures (a) through (f)Flash Fac
Teach English, Teach About the Environment A Resource for Teachers of Adult English for Speakers of Other Languages (ESOL) . 3 and 7 Newspapers, aluminum cans, glass bottles, plastic containers, boxes color-coded to match marked . Form small circles of 6 to 10 students and model. 7. “I recycle newspaper.” “You recycle newspaper.”
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
