FINAL PROJECT (Group A)

Names of participants in group: Sabina, Lety, Pavlina, Zoez Date: August, 25th, 2014
TEPT FINAL PROJECT OUTLINE
Part 1: Context and Rationale
1. General information: Identify your context
Protecting the Earth and the Natural Environment
Title of project: What would you do to heal our home?
Age of students: 14-16
Language level of students: Lower Intermediate
Amount of time per week: 5 hours ( 3 x 50 minutes classes weekly)
Other relevant information: Students are secondary learners of English. They are
speakers of other languages so English is taught as a first foreign language.
2. Project Description: Describe your project-based learning experience.
Learners will work in collaborative groups to make a reflection about the future of our
planet, specifically of the importance to protect our natural environment. To do this,
they will answer to the project’s driving question: What would I do to heal my home?
The process will be held in two steps:
1.- Individually, students will analyze their peers’ and own reflections and will decide
what to do to protect our planet by creating a personal conclusion (a presentation) in
power point or Prezi.
2.- In groups of four, students will write a list of the ten main actions they would do to
protect our planet and they will presen them through a digital tool (a video).
Through the design of the presentation, students will manage and reinforce their
writing and reading skills as well as vocabulary and grammar related to Modals and
Conditional 1 (if + will); by recording a video, they will work on their writing and
speaking skills.
What is your main purpose and general rationale for implementing this project-
based learning experience?
The main purpose of this project-based learning experience is to get students to
reflect about the critical situation our planet is living, about the facts are affecting its
health and mainly about the effects of our positive or negative actions which
contribute to heal or destroy our planet. By doing this reflection, students will be able
to identify and interpret the general idea on a written or oral text, about causes and

effects in different situations such as environmental issues in a foreign language;
they will be able to use learning strategies through the information and
communication technology to get information about this topic, as well as grammar
and related vocabulary; they will be able to recognize and comprehend the
implications of environmental damages in a global and individual context, and finally
they will be able to produce texts by using a foreign language considering the
intention, communicative situation and the language elements.
What “entry event” will be carried out to capture student interests?
Teacher will project a video without lyrics titled Earth Song, the purpose is to capture
the students’ attention to critical situations the planet Earth is suffering such as
climate damage, extinction of flora and fauna, deforestation, global warming, etc.
After watching the video, students in groups will start thinking about the action they
could do to help to protect our planet. They will then choose ideas to prepare their
products.
Video: https://www.youtube.com/watch?v=XAi3VTSdTxU
What product (artifact or performance) will enable students to demonstrate
their learning?
The project will be held in two phases, students will make two products:
Phase 1.- Individual activity: students will create a presentation describing at least
ten main actions they would do to protect our planet.
Phase 2.- Group activity: students will make a digital product (video).
What other elements of Project-Based Learning do you plan to incorporate?
21st century skills - Collaboration, critical thinking skills, technology skills, revision
and reflection, creativity and innovation.
How will students benefit from participation in this project?
As it was mentioned in the main purpose, students will be more reflective and more
aware of protecting our planet, they will be able to consider actions that could
contribute to heal our planet and make it possible for the next generations to enjoy it.
Students will be able to use and reinforce different 21st century skills such as
creativity, critical thinking, problem-solving; communication and collaboration; using
information and communications technology (ICT) as well as social responsability.
Students will become familiar with language related to natural environment, global
warming, protecting the world, natural disasters; they will learn and practise
conditional and modals; students will use conditional 1 and modals to talk about what
they are planning to do in order to protect the planet.

Part 2: Learning Objectives
3. Language Development: Identify the language focus of the project.
• Language skills: listening, reading, writing, grammar, active vocabulary and
pronunciation.
• Core vocabulary to be learned:
Vocabulary related to natural environment, global warming, verbs used for protecting
the world; adjectives describing nature; nouns for weather conditions, natural
disasters, volcanic eruption, lightening, thunderstorm, tornado, hurricane, flood,
earthquake, drought, famine, endangered species, air pollution, litter, logging, extinct,
greenhouse effect, global warming, carbon dioxide, unleaded petrol, fumes,
atmosphere, habitat, recycle, reduce, reuse, rescue, save, trap, electricity,
government.
• Main Grammar points and/or sentence frames to be learned:
1.- CONDITIONAL TYPE 1: If present → Will
2.- MODALS: would, should, may, might
4. What are the learning objectives with measurable outcomes of the project? (What
will students be able to do at the end of the unit and how will you measure that?)
- Being introduced and practising the vocabulary related to environmental issues and
natural disasters, intermediate – level students working individually, will be able to
prepare a presentation using a specified amount of the target vocabulary, with 100%
accuracy.
- Given the instructions and practising the use of modals, intermediate – level
students working individually, will be able to prepare a presentation built of sentences
containing modal verbs considering the possible ways of protecting our planet, with
90% accuracy in grammar.
- Given the instruction and exercises relating to the use of first and second
conditional, intermediate-level students working in groups, will be able to produce
conditional sentences with 90% accuracy.
- Given the instructions about making a video, intermediate- level students working in
groups, will be able to prepare a video dealing with ways of protecting our planet with
proper pronunciation, grammar and vocabulary with 100% accuracy.
Part 3: Learning Activities & Assessment
5. Lesson Plans: Describe how students will learn the knowledge and skills identified
in your objectives. Include the steps and timeline (schedule) of implementing each
phase of your project.

LESSON PLAN No. 1
(50 min)
Topic:
Environmental problems and solutions – introducing and practising the vocabulary
related to environmental issues and natural disasters.
Lesson Goal:
Ability to use, write and pronounce properly the words related to environment and
natural disasters; ability to listen with understanding and answer listening
comprehension questions.
Lesson objectives:
 Being given the table naming the words’ categories, students will be able to
categorise the words with no mistakes.
 Being given a crossword, students working in pairs, will be able to guess the
definition of the words introduced earlier and write them into the correct places
with no spelling mistakes.
 Being given the blanked text, students will be able to fill the gaps with the words
related to the subjects with no mistakes.
 Being shown the pictures illustrating environmental words and expressions on
natural disasters, students working in groups, will be able to name them with 90%
accuracy in pronunciation.
 Being given a listening comprehension worksheet with a picture of a forest fire,
students will be able to briefly discuss the topic of the listening activity in pairs;
with 90 % accuracy in conveying the meaning;
 Being given a worksheet with six questions and A, B statements and having
listened the recording twice; students; will be able to identify the correct answers;
with 100% accuracy;
List of materials needed:
computer, projector, a video, blackboard, a CD player with a recording of the article,
a Power Point presentation with pictures, the copies of a crossword, the copies of a
gapped text, the listening comprehension worksheet; paper and felt-tip pens.

Steps and a brief description of the activities:
I. Warm up (10 minutes)
Brainstorming
 Seeing the capture from the driving video being partially covered, students try to
guess the topic of the lesson. If students cannot manage the task the teacher
uncovers more and more details of the picture until the correct guess appears.
 After familiarising the students with the driving question of the project and it’s
short description students are asked to watch the video carefully. The video is
played. http://www.youtube.com/watch?v=XAi3VTSdTxU
 Having watched the film, students are asked to name as many words and
expressions related to the environmental issues they have seen on the video. The
words are written down by one of the students – a volunteer.
II. Main activity (35 minutes)
 The teacher gives the students a table (Appendix A) with a list of categories the
brainstormed words belong to. Students are asked to categorise word by word
placing them in a correct column working in pairs.
 Students share their ideas with the rest of the class, check for mistakes and add
the words and expressions given by the teacher (written on the blackboard).
 Students are given a crossword (Appendix B) with some definitions of words
introduced in the warm up. Working in pairs, they fill in the crossword. Then
check its correctness orally with the class and the teacher.
 Students are given a gapped text (Appendix C) – news reports with the
previously introduced words to fill in, working in pairs. Then they check its

correctness with another group. Students are shown a Power Point presentation
https://www.youtube.com/watch?v=YKOXrEoIv9A&index=3&list=UU-
r86uzMN2ykwb9guhfyE7Q
pictures given at (Appendix D) illustrating the words they acquired. Divided
into groups of four they compete to name as many words and expressions as
they can pronouncing them correctly.
 Pre-listening activity: Teacher distributes work sheets (Appendix E) with a
picture of a forest fire and comprehension statements A and B written below;
students look at the picture and discuss it in pairs; they give suggestions about
the main idea of the listening activity; Teacher revises the following words on
the board: firefighter, soldier, government; Students prepare to listen to the
article twice;
 Listening comprehension: students listen to the article about forest fires
(Appendix F) in Portugal. While they are listening for the first time they mark
the statements A or B; after listening for the second time they compare with
their partners; after that they check answers with the teacher;
III. Closure (5 minutes)
Teacher divides the students into three groups and sets the three topics (Nature,
Environmental Problems, Natural Disasters). Teacher gives paper and a felt-tip pen to
each group. The groups choose a note-taker. The groups discuss their topic and write
as many words as they remember for 3 minutes. The teacher collects the lists with
words of each group and count the points: 1 point for a correctly spelled word; 0,5
points - there is a spelling mistake but the word is understandable; 0 points for
incorrect or completely misspelled word;
FOLLOW-UP ACTIVITY
- A subsequent day the teacher will return the lists of vocabulary to each group and
students will reflect on the closure activity and pronounce the words.
1. How you will assess the learners’ progress both during and at the end of the
project? (Include any materials you design for this purpose.)

ASSESSMENT AND EVALUATION
Students' progress towards meeting the lesson objectives will be measured in
accordance with students' answers on the gapped-text activity (Appendix C) and the
listening activity (an article about a forest fire in Portugal) (Appendix F). The
information will be used as a means of formative assessment and instruction adjusted
accordingly to prepare students for summative assessment of these skills through
their final products.
Appendix A
The table for the words seen on the film and added by the teacher
Animals Plants Verbs
Natural
disasters
Man-made
problems

Appendix C
Gapped news reports
A 1
................ has hit the coast of America and high 2
................ have destroyed
many buildings. Heavy rain has caused 3
................ in many places.
There has been a volcanic 4
................ in Iceland. 5
................ in the Earth’s
atmosphere has caused widespread disruption to planes.
There has been an 6
................ in Turkey which has caused thousands of
buildings to collapse. 7
................ workers from around the world have already
arrived at the scene and attempting to help victims who are 8
................ under
the rubble.
A very dry summer has caused a 9
................ in many parts of Africa.
10
................ is expected to follow leaving thousands of people without food.
11
................ from around the world have already pledged to send thousands of
dollars in aid.
Addapted from: Oxford Excellence for matura Oxford university Press.
Appendix D
PPTX – presentation. Illustrations of the words and expressions related to the environmental

issues.
https://www.youtube.com/watch?v=YKOXrEoIv9A&index=3&list=UU-r86uzMN2ykwb9guhfyE7Q
Appendix E

Speaking activity
An illustration of forest fire and the main idea of the listening activity
Taken from: http://ec.europa.eu/commission_2010-
2014/georgieva/images/headlines/20100728_big.jpg;
http://www.hindustantimes.com/photos-news/photos-dayinpictures/july282010dayinpics/Article4-
579205.aspx

Appendix F
Directions: You will hear an article about a forest fire in Portugal twice. Circle the
correct answer - A or B.
1.
A - Thousands of firefighters battled with the fires in Portugal.
B - Hundreds of firefighters battled with the fires in Portugal.
2.
A - There were more than 25 wildfires
B - There were more than 250 wildfires
3.
A - The serious obstacles that the huge operation is meeting are due to the weather and the
drought.
B - The serious obstacles that the huge operation is meeting are due to the high temperatures.
4.
A - More than 4,000 soldiers joined the firefighters and volunteers.
B - More than 400 soldiers joined the firefighters and volunteers.
5.
A - The Portuguese government asked the European Union for help.
B - The Portuguese government refused help from the European Union.
6.
A - More than 50 people lost their homes in the fires.
B - Luckily, nobody lost their homes in the fires.
The Key

Appendix A.
The table for the words seen on the film and added by the teacher (in red).
Animals Plants
Environmental
problems
Weather Others
parrot tree fire sunrise meadow
elephant forest smog rain sand
bird rainforest hunting wind earth
zebra logging hurricane Earth
giraffe air pollution thunderstorm tank
monkey smoke lightening factories
dolphin species tornado chimney
seal earthquake bulldozer
bear flood ashes
volcanic
eruption
war
drought trap
famine government
litter save
extinct recycle
greenhouse
effect
reuse
global warming carbon dioxide
endangered
species
electricity
atmosphere
unleaded petrol
reduce
habitat
fumes
rescue
Appendix B

Gapped news reports
A 1
hurricane has hit the coast of America and high 2
winds have destroyed
many buildings. Heavy rain has caused 3
floods in many places.
There has been a volcanic 4
eruption in Iceland. 5
Ash in the Earth’s
atmosphere has caused widespread disruption to planes.
There has been an 6
earthquake in Turkey which has caused thousands of
buildings to collapse. 7
Rescue workers from around the world have already
arrived at the scene and attempting to help victims who are 8
trapped under
the rubble.
A very dry summer has caused a 9
drought in many parts of Africa. 10
Famine
is expected to follow leaving thousands of people without food.
11
Governments from around the world have already pledged to send
thousands of dollars in aid.

Appendix D
1. Volcanic eruption
2. Lightening
3. Hurricane
4. Flood
5. Logging
6. Earthquake
7. Drought
8. Litter
9. Air pollution.

Appendix F
Tapescript of the article
FOREST FIRES IN PORTUGAL
Around 3 000 firefighters battled for the second day to try to put out more than 25 wildfires in
Portugal. Many of them worked through the night. Fire crews are still struggling to bring wildfires
in the southern Algarve tourist region under control, officials have said.
The huge operation is meeting serious difficulties because of the high temperatures - above 40ºC -
and the drought. Yesterday at least 400 new soldiers joined the firefighters and volunteers working
to control the fires.
The Portuguese government has announced a national disaster in the area and has requested
financial and other aid from the European Union.
France is going to send two firefighting planes to Portugal on Sunday and Spain is going to send
one. Three helicopters from Germany and another plane from Italy will start operation on Tuesday.
During the last two days more than 50 people lost their homes in the fires. The temperatures will be
high until Tuesday. Then there is a chance of mild rain.
Adapted from: www.dailymail.co.uk ; "Hello English", Prosveta publishing
Key to the listening: 1. A; 2. A; 3. A; 4. B; 5. A; 6. A
CLOSURE ACTIVITY:
Assessment of the closure activity:
POINTS DESCRIPTION
1 The word is correct
0.5 There is a spelling mistake but the word is understandable
0 Incorrect word / and / or completely mispelled
LESSON PLAN No. 2
(100 min)

Topic: Making a reflection about the critical situation our planet is living and the effects of
our positive or negative actions by learning and practicing the Conditional Type 1.
Lesson Goal: Ability to identify, comprehend the implication of environmental damages
and write cause and effect sentences related to this topic by using the Conditional type 1.
Lesson Objectives:
 Given some examples about cause and effect sentences using conditional type 1, lower
intermediate level students will be able to write sentences with 100% accuracy.
 Given the rule for Conditional 1, students will be able to select and give the correct
sentence in an interactive game with 90% accuracy.
 Having read and discussed active vocabulary about environmental problems, students
will be able to make up cause and effect sentences using the conditional type 1 with at
least 80% accuracy.
List of Materials Needed:
Computer, projector, speakers, a video, an interactive game, blackboard, photocopies of
exercises to complete and active vocabulary.
Introducing Audio-visual (cause and effect)
 Teacher (T) writes the incomplete sentence on the blackboard: “If I ….. (study) hard,
I ………. (pass) the exam” and asks the students (Ss) to guess in pairs the missing
words to complete it. Then, after two minutes, T asks for four or five volunteers
teams to complete the sentence. (If Ss can not complete it correctly, they will do it
after watching the video.)
 T plays the video: https://www.youtube.com/watch?v=Htk8TiYa0ic and asks Ss to
pay attention to the sentences they read. After watching the video, T asks for a few
volunteers to write on the blackboard five of the sentences presented in the video or
a new one including “if” clause.
 T plays the video for a second time and asks Ss for the five different uses of “If” First
type. (predictions, offers, warnings, threats and advices), finally asks a volunteer for
the structure of the conditional Type 1. T writes them on the blackboard.
II. Main Activities (75 minutes)
Part 1 Writing the correct form of the verbs. (20 min.)

Directions: Complete the written activities of conditional type 1 sentences.
 T distributes a photocopy (Appendix G) to each pair of Ss and asks them to
analyze the structure and uses of the conditional 1, then they will explain what other
new uses refer to.
 T asks for a few volunteers to read the sentences given as examples, one by one.
 T asks the Ss complete exercise A, writing the correct form of the verbs in brackets.
 T collects all the answered papers and asks the Ss check by pair one of their
classmates work. (T hands out the photocopies again).
Part 2 Time for Playing a Flip-Quiz (50 min.)
Directions: Select one of the cards of the flipquiz and give the correct sentence.
 T divides the class into six different groups, asks them to select one among them to
represent the team in a game (each member of the group will be the leader at least
once), then T explains that he/she will project an online interactive game called
“Conditional 1”
 T projects in the classroom the interactive game* designed for this activity through
flipquiz**. The game is: http://flipquiz.me/quiz/8065. The purpose of this activity is to
practice by learning the contidional type 1 structure, in affirmative, negative and
question forms.
Picture 1. Interactive game, six teams (A-F). *Some of the sentences on this game were adapted with different material
from http://busyteacher.org/classroom_activities-grammar/conditionals/first-worksheets/ and pictures were taken from
internet.
**T should save all the cards (both sides) on pdf’s in advance by selecting “print” and then “save as” and finally project
them on the wall If a problem with the net service is presented. In this case, Ss will not be able to choose the card they
want, they will answer the following one.

 Each team, one by one, chooses one of the cards showed in the flipquiz and the
leader of that team gives the correct answer. T reveals the correct answer to class
and the team with more correct sentences wins the game.
Picture 2. T opens the chosen card.
Picture 3. T reveals the correct answer and rewards the points.
Part 3 Reflecting about how to heal our home. (25 min.)
Directions: Make up cause and effect sentences using the conditional type 1.

 T distributes the Ss in groups of four, and explains them that after they receive
some information about the topic, they will give some ideas to protect our planet
Earth.
 T distributes a photocopy (Appendix H) to each group of Ss and asks them to
analyze the most common environmental problems and their possible solutions.
Task 1.
 T asks the Ss to use the prompts given in the appendix H to make up 10 different
sentences by teams with the active vocabulary as in the example (affirmative or
negative).
 After writing the reflecting sentences about environmental issues by using
conditional type 1, each group will read three of their best sentences to the rest of
the class. The other groups will give a feedback making corrections about grammar
if necessary.
 Finally T collects all the papers with the sentences and evaluate them according to
the indicators and criteria given in a rubric.
Further Activities / Homework:
For further activities or homework Ss will work on the following online sites to continue
practicing the topic.
1.- ELC STUDY ZONE: http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/1cond1.htm

 Ss will complete two online interactive exercises with instant results.
Picture 4. Example of one of the two exercises on ELC Study Zone.
2.- ENGLISH EXERCISES: http://www.englishexercises.org/makeagame/viewgame.asp?
id=3226

 Ss will complete three online interactive exercises with instant results.
Picture 5. Interactive exercises on www.englishexercises.org
Assessment/Evaluation: Students’ progress towards meeting the lesson goal will be
measured based on their answers to the Reflecting about how to heal our home. (Part 3).
The information will be used as a means of formative assessment and instruction adjusted
accordingly to prepare students for summative assessment through their final product
(video).
Appendix G

A. Write the correct form of the verbs in brackets.
1. If it is hot this afternoon, we ______________ (go) to the beach.
2. If it is cold this afternoon, we ______________ (not go) to the beach.
3. Peter ______________(get) into trouble if he steals that cell phone!
4. You ______________(not pass) if you don’t study harder!
5. I ______________(make ) dinner if you like.
6. If it ______________(not be) too expensive, we’ll buy it.
7. I ______________(give) you $5 if you ______________ (wash) my car.
8. I ______________(phone) you if I ______________(have) any news.
9. If we ______________(not help) them, they ______________(not finish the work on
time.
10. I ______________(buy) a new laptop computer if I ______________(save) enough
money.
Uses Example
Promises If you help me, I’ll give you a present.
Threats/ warnings I’ll tell the police if you do it again.
Logical consequences If you don’t take the umbrella, you’ll get wet.
Offers If you like, I’ll help you.
Making a deal If you clean the bathroom, I’ll clean the kitchen.
Form
If clause + main clause
If+ present simple + will + base verb

11. He ______________(not go) to school tomorrow if he ______________(not feel) better.
12. If they ______________(not hurry), they ______________(be) late.
13. If it ______________(snow), we ______________ (build) a snowman.
14. If you ______________(eat) everything now, you ______________(not have)
anything to eat at lunchtime!
15. If you ______________(not turn down) the music, you ______________ (wake up) the
baby!
How to protect the environment
(Active Vocabulary)
Task 1. Read the sentences in the table.
A lot of people feel that pollution has become one of the biggest problems in the world today. People do a
lot of things to harm the environment. But still, people can do a lot to become friendly to the
environment.
PROBLEMS: SOLUTIONS:
Pure drinking water has already become a
problem in many parts of the world.
- We can save water. For example, we can save water
from our baths and use it for the garden. This would help
to save many litres of water every day, especially in
summer.
- We can stop losing water because of leaking pipes.
Many cities have successfully saved water by repairing
pipes.
We pollute the water and the ground with
toxic waste that comes from factories and
with acid rain which kills trees, fish and
animals.
- Governments can help by passing laws to stop factories
from wasting and polluting water. Factories should recycle
water and stop pouring chemicals into our lakes and
rivers.
- We can say ”No” to plastic bags in shops, and take our
own shopping bags.
We pollute the air with cars and factories:
gas fumes come from cars and smoke
comes from factory chimneys.
- We could use our cars less and walk, cycle or use public
transport more, whenever we ca,
- We can also use the sort of petrol which keeps the air
cleaner, that is the unleaded petrol
- Factories could clean their smoke.
Appendix H

We poison the environment, using
chemicals to spray fields and gardens to kill
insects and weeds, or using detergents.
We should only buy washing-up liquid and washing
powder that do not harm the environment.
The main reason for pollution is waste – that
is things which we use at home and then
throw away.
- We should throw things away but collect different kinds of
waste: bottles, cans, paper, rags, and take them to places
where they can be recycled.
- We can reduce waste by re-using things, for example,
we can write notes on the backs of old papers, letters,
cards, etc., GIVE THINGS AWAY – DON’T THROW
THEM AWAY!
- DON’T WASTE food, water, energy, materials. Use
everything sensibly and carefully.
Forests are part of our environment. By
cutting down trees we harm the
environment. When the forest is destroyed,
it isn’t only the trees that are lost, the homes
of millions of animals and plants are
destroyed too. Many kinds of species are in
danger.
We can help by re-using paper when it is possible.
Buy only recycled paper products, that is, buy products
with the “Recycled” sign on it. They are a bit more
expensive and not as white, but you help your planet by
doing this. Encourage other people to buy only recycled
paper!
Have you ever planted a tree?
Educate other people about the danger of forest fires.
Task 2. Use the prompts to make up sentences with the active vocabulary as in the
sentences below.
Example: If we don’t pollute rivers, fewer fish will die.
destroy rainforests - rare plants and animals survive
protect wildlife- save endangered species
use only unleaded petrol – reduce air pollution
recycle paper, glass, cans – save important resources
drop litter on beaches – be clean and safe
protect wildlife – save endangered species

Taken and adapted for this activity from:
http://busyteacher.org/3907-environment-protection-active-vocabulary.html
Answer key
1. ‘ll go
2. won’t go
3. will get
4. won’t pass
5. ´ll make
6. isn’t
7. ´ll give; wash
8. ‘ll phone; have
9. don’t help; won´t finish
10.‘ll buy; save
11.won’t go; doesn’t feel
12.don’t hurry; will be
13.snows; ‘ll build
14.eat; won’t have
15.don’t turn down; ‘ll wake up

Taken from:
http://busyteacher.org/11579-first-conditional-revision-worksheet.html

LESSON PLAN No. 3
(50 min)
Topic : Learning and practicing the Modal
Lesson Goal: Ability to use and pronounce the four modal verbs “would; should; may;
might” in different contexts to convey different meanings; ability to fill in gaps in
sentences using the correct modal verb; ability to use modal verbs in a presentation with
at least 80% accuracy.
Lesson Objectives:
 Given an exercise on Modal, students will be able to fill the gap with the correct
Modal with no mistakes.
 Given an article on a focus area (i.e. Recycling / Haze / Saving oceans /
Deforestation), lower intermediate-level students working in groups, will be able to
form sentences using the modal verbs taught in this lesson about ways to heal
the environment with 80% accuracy in grammar.
 Given the instructions and practising the use of modals, lower intermediate- level
students working individually, will be able to prepare a presentation built of
sentences containing modal verbs considering the possible ways of protecting
our planet, with 90% accuracy in grammar.
a computer, a projector, speakers, a video, internet connection, articles, a blackboard, a
Power Point presentation, photocopies of exercises to complete
I. Warm up (5 mins)
Brainstorming
 Teacher plays the song ‘Big Yellow Taxi’
http://www.youtube.com/watch?v=Zbp6mgIXa64
 Teacher asks students to listen for the environmental problems they can identify
from the song (development / deforestation / pollution).
 Elicit responses and asks Ss what they can do to fix the situation.
II. Main Activities
Stage 1: Teaching “would, should, may, might” (15 min.)
 T shows the class a Powerpoint presentation and explains the four modal verbs
and their uses (suggestions / possibilities / advice / uncertainty).
https://www.youtube.com/watch?v=H_zRE9rTDtM&index=2&list=UU-
r86uzMN2ykwb9guhfyE7Q

 T asks Ss to read the examples carefully and asks if they have any question.
 Teacher hands out task sheet (Appendix I) and gets Ss to fill the gap with correct
Modal in the blanks.
Stage 2: Reading an article (15 min.)
“We all want to protect our planet, but we're mostly too busy or too lazy to put up big
changes that would improve our lifestyle and save the environment”
 T divides the students into 4 groups and give them an article (Appendix J)
focussed on a specific area (Recycling / Haze / Saving oceans / Deforestation)
 Ss read the article in groups and highlight the ways of addressing environmental
issues found in the article.
 Ss form sentences using the modal verbs taught in this lesson about ways to heal
the environment.
Stage 3: Preparing a Presentation (10 mins)
 T shows Ss a tutorial about how to use Prezi.
https://www.youtube.com/watch?v=bluOTt_e4qU
 Ss surf the net to look for more tutorial on how to use Prezi and discuss with
members to create a Prezi presentation.
Stage 3: Wrap up (5 mins)
 T writes the question on the board and gets ss to ask each other the question:
“As a student, how would you change your lifestyle to heal the world?”
Final Product No. 1:
For the first final product, Ss will make a presentation individually of at least 10
sentences with the use of modals by using Prezi or power point, it will be assessed
according to a rubric (Appendix K) that will be shown by the teacher.

Appendix I
Instructions: Fill in the gaps with " would, should, may, might"
1. You _________ take an umbrella with you, in case it starts to rain.
2. Debbie said she was really busy this week, but I think she _________ show
up at the party if she doesn't have to work overtime on Friday.
3. Oh my God, he's unconscious. Don't move him - he __________have internal
injuries. Somebody call an ambulance.
4. If I had entered the contest, I _________ actually have won.
5. If I were president, I _________ not sign the tax increase next week.
6. John _________ get upset if you don't tell him the truth.
7. Nina said she would come over right after work, so she _________be here
by 6:00.
8. You ________leave the table now that you're finished with your dinner.
9. I ________ answer his letter as soon as possible.
10.When I was a kid, I _________ always go to the beach.

Appendix J
Deforestation
With the world growing at a pace hard to match, the increasing need for space is
turning out to be an area of concern. With desperate need for land for agricultural,
industrial and most importantly urban needs to contain cities and their growing
population, a direct action that we have come to recognize as “Deforestation” occurs.
Deforestation in simple term means the felling and clearing of forest cover or tree
plantations in order to accommodate agricultural, industrial or urban use. It involves
permanent end of forest cover to make that land available for residential, commercial or
industrial purpose.
Deforestation can also be seen as removal of forests leading to several
imbalances ecologically and environmentally. What makes deforestation alarming is the
immediate and long term effects it is bound to inflict if continued at the current pace.
Some predictions state that the rain forests of the world will be destroyed completely if
deforestation continues at its current pace.
The best solution to deforestation is to curb the felling of trees, by employing a
series of rules and laws to govern it. Deforestation in the current scenario may have
reduced however it would be too early to assume. The money-churner that forest
resources can be, is tempting enough for deforestation to continue. Clear cutting of
forests must be banned. This will curb total depletion of the forest cover. It is a practical
solution and is very feasible. Land skinned of its tree cover for urban settlements should
be urged to plant trees in the vicinity and replace the cut trees. Also the cutting must be
replaced by planting young trees to replace the older ones that were cut. Trees are
being planted under several initiatives every year, but they still don’t match the numbers
of the ones we’ve already lost.
Deforestation is considered to be one of the contributing factors to global climate
change. Trees absorb greenhouse gases and carbon emissions. They produce oxygen
and perpetuate the water cycle by releasing water vapor into the atmosphere. Without
trees, forest lands can quickly become barren land.
http://www.conserve-energy-future.com/causes-effects-solutions-of-deforestation.php

http://www.livescience.com/27692-deforestation.html
Haze
Cynics point out that the number of hotspots has again been growing in Sumatra.
While some errant companies have been named, not a single one has been prosecuted.
Moreover, when the ministers last met in July in Kuala Lumpur, the Indonesian
government declined to release concession maps that ascertain just who holds the
lands that are on fire. Malaysia — second only to Indonesia in palm oil production —
took a similar position.
More should be expected, given this year’s severe haze, with the Pollutant Standards
Index (PSI) spiking above 400 in Singapore and many parts of Malaysia. If not, given
projections that palm oil plantations will continue to expand, the failure of governments
will result in worse haze in the future.
While the issues are complex and multi-dimensional, governments can and
should set the direction so that local communities, non-government organisations and
local and global industry players can play their part. To tackle the haze, governments
must set the parameters of a multi-sector, multi-pronged strategy.
The recurrence of the haze has shone a spotlight on the need to balance
economic growth with sustainability as Asia develops. A lot needs to be done in order to
find that balance. But a first and key step can and should be taken by the ministers.
It would also be best timed to do so before the Asean Summit next month, when
the leaders’ agenda is already overflowing with issues such as Asean integration and
relationships awith the major powers.
The haze is an issue that deserves attention, both as an immediate response to
the situation this year, as well as a demonstration of Asean moving towards an
economic community by 2015. Citizens and corporations can play a major part in
addressing the issue, but governments have to do what they can and should.
http://www.themalaysianinsider.com/sideviews/article/the-haze-what-governments-must-
do-and-what-they-cant-simon-tay-and-chua-chi

Recycle
Recycling means taking materials from old discarded materials and making other
new products from them. If you drink juice or soda from a can make sure you recycle the
can, because doing that will save energy and other natural resources. That can will stay
in the recycling loop and out of the landfill saving space in the landfill and other
resources that are used to produce new cans from entirely new materials.
Recycling or making new things from recycled ones takes a lot less money, much
less energy, and saves a lot of the Earth’s natural resources, thereby helping the
environment. Recycling also saves space in landfills. Instead of your garbage being
thrown away and taking up space and possibly damaging the environment it’s better to
recycle it.
The energy saved by recycling also results in less pollution and we all know how
bad pollution is to our environment. When you make new products from old but still
useful materials think about the natural resources that are saved because of the material
from old products that would otherwise have been thrown away.
Paper, glass, cardboard, aluminum cans, steel cans, and other metals can all be
recycled. Plastic bottles can also be recycled to make new products. These products
can be used to make playground equipment, the steel in skyscrapers, bottles that hold
food other household products, and even bottles for drinking water.
Begin to recycle when you separate recyclable materials from other trash. The
segregated materials are collected by different collection programs. Some programs are
instituted by the government while others are run by individuals or organizations that are
concerned about the environment. The materials that are collected are first processed
then sold to manufacturers as raw materials for new goods.
http://www.benefits-of-recycling.com/recyclingforkids/

Save The Ocean
Our oceans are a place of great beauty, incredible wonders, amazing mystery,
and even a source of some of our deepest fears or thrills. Our oceans are important to
us for many reasons, with food, transportation, recreation, medical sources, and energy
being just some of the benefits we gain from them.
Yet, oceans are suffering from our activities too; our land practices cause
agricultural run-off, sewage, and litter to end up in the oceans daily, and there is now so
much trash in the ocean that we've created garbage vortexes where all the trash heads
to. Damage to our oceans is damage to our livelihoods, well-being, and nourishment;
damage to our oceans lacks respect for our oceans' intrinsic value. As individuals, we
can do more to ensure that the oceans are cared for and respected. In this article, you'll
learn some quick and easy ways to help prevent damage to our oceans.
Start by learning what you can about the oceans. This will instill awe, respect, and
most likely a passion in you for all things sea, and the more you know, the more you will
understand the importance of doing our bit to care for the oceans. Some of the things to
read up on include the problems of overfishing, the impacts of climate change on the
ocean, the impact of agricultural, industrial or sewage waste in the oceans, and the
ways in which ocean systems work. Learn about the species in the ocean, and the
geological features and hazards, and finally, but importantly, learn about how much
human beings rely on the oceans for everything from livelihood and nutrition, to
relaxation and hobbies.
Next, reduce the amount of trash coming out of your house by not even bringing
home items that end up as trash. Use reusable bags, leave packaging with the store,
buy unprocessed food products without packaging, prefer stores and items that have
less packaging, and simply buy less.
Also, reduce the amount of trash coming out of house by not even bringing home
items that end up as trash. Use reusable bags, leave packaging with the store, buy
unprocessed food products without packaging, prefer stores and items that have less
packaging, and simply buy less.
If you want to get hands on and do something really useful, clean-up will be a

great way to get involved. Beach clean-ups are usually organized locally by community
groups or municipalities, and in some places they're even country-wide on specific
dates. These are great for family outings because children will be able to help collect
trash from the shoreline and will have a real sense of achievement once it's done.
http://www.wikihow.com/Help-Prevent-Damage-to-Our-Oceans
Appendix K

Rubric for the Presentation (Final product No. 1)
SCORE: _______
TEACHER COMMENTS:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Appendix I

(Answer Key)
Instructions: Fill in the gaps with " would, should, may, might"
1. You should take an umbrella with you, in case it starts to rain.
2. Debbie said she was really busy this week, but I think she might show
up at the party if she doesn't have to work overtime on Friday.
3. Oh my God, he's unconscious. Don't move him - he might have internal
injuries. Somebody call an ambulance.
4. If I had entered the contest, I might actually have won.
5. If I were president, I would not sign the tax increase next week.
6. John may get upset if you don't tell him the truth.
7. Nina said she would come over right after work, so she should be here
by 6:00.
8. You may leave the table now that you're finished with your dinner.
9. I should answer his letter as soon as possible.
10.When I was a kid, I would always go to the beach.
LESSON PLAN No. 4

(50 min)
Topic: Revision of vocabulary and grammar about environmental problems; preparation
and giving instructions for making a video.
Lesson Goal:
Ability to evaluate peers' work using a scoring rubric; ability to produce language using
core vocabulary and correct grammatical structures - modals and conditional sentences;
ability to listen to instructions, to work in groups and to answer to questions about
making and editing videos.
Lesson objectives:
 Being given presentations prepared at home for homework, lower-intermediate
level students working in pairs, will be able to evaluate peer's work using a
scoring rubric, justifying their assessment in a comprehensible way.
 Being given ideas about modals, students working in pairs will be able to build
sentences using modals with 90% accuracy.
 Being given examples about conditionals, students working in groups of four will
be able to prepare conditional sentences on the basis of their work with modals,
with 90% accuracy.
 Having seen a tutorial about editing the video with the use of Movie Maker as well
as the scoring rubric, students working in groups, will be able to make a video,
according to the criteria given by using movie maker or other video editor
program.
A computer with a projector, internet connection, speakers, blackboard, copies of the
scoring rubric for a presentation for students, a scoring rubric for a video to display on
board.
Presentation of the students’ work
 Three students – volunteers show the presentations prepared at home to the rest of
the class
 Having watched the presentations, students working in pairs evaluate their peers’
work with the use of scoring rubric (Appendix K, Lesson Plan 3)
II. Main activities

Brainstorming modals (10 minutes)
 Teacher writes the question on the blackboard: How can we help our
environment? And asks students to build the answers with the use of modals and
vocabulary they have practised on previous lessons giving some examples:
‘You can save energy’
‘You should recycle paper’
 Students make up sentences working in pairs and then each pair writes their
sentences on the blackboard. The class checks the correction.
Practicing 1st
conditional (15 minutes)
 Teacher reads the first exemplary sentence aloud and asks:
‘What will happen if we save energy?’
Students brainstorm the ideas as long as the correct sentence appears, then, the
teacher writes it on the blackboard:
‘If we safe energy, we will limit the pollution.’
The pattern is repeated with the second question. The teacher asks the class:
‘What will happen if we recycle paper?’
and elicits one of the possible answers, then writes it on the blackboard:
‘If we recycle paper, we will save forests.’
 Students, working in groups of four, prepare the conditional sentences on the basis
of their work with modals. Then, they exchange the outcomes with another group
and check for mistakes.
Making a video - instructions
 Teacher explains that students are going to work in groups of four to make a video
entitled:
What can we do to HEAL our home?

Based on the vocabulary and grammar structures they practised as well as the
information from the reading texts they were working on. Teacher informs that they
are free to choose the program to edit the video by using their cell phones or any
video aditor (recommending Movie Maker), shows the learners a tutorial about using
the video editor Movie Maker http://itc.gsu.edu/wmm/tutorial.pdf and gives the
website addresses for the tutorials to the other suitable programs, such as:
iMovie (For Mac)
https://www.apple.com/ios/imovie/
Animoto
http://animoto.com/blog/news/creating-your-first-animoto-video/?
utm_source=youtube.com&utm_medium=social_marketing&utm_campaign=how_to
_first_video
 Teacher asks the students what should a good video consist of and elicits the
answers (correct sentences, sound, pictures, participating in a group work), finally
shows students the scoring rubric (Appendix L).
 Teacher informs students about the length (3-4 minutes) of the video and the time of
submitting (it is supposed to be uploaded on You Tube and shared to watch by
peers).
 Teacher plays an exemplary video to give students a hint of how it should look like.
FOLLOW-UP ACTIVITY
After the given time the teacher together with the class watch the videos prepared
by the groups of students, the groups assess one another with the use of the scoring
rubric and discuss the videos.
ASSESSMENT AND EVALUATION
Students' progress towards meeting the lesson objectives will be measured in
accordance with students' building correct modal and conditional sentences.
Students’ writing and pronouncing skills as well as the ability to use the vocabulary
and grammar patterns introduced during the duration of the project will be assessed
through their final products.

Appendix L
VIDEO SCORING RUBRIC

EXAMPLE OF THE 2nd
. FINAL PRODUCT (VIDEO)
To have an idea about what learners will make as the second final product, here you have a
link of a video:
http://youtu.be/k8fDs9odS9w?list=UU-r86uzMN2ykwb9guhfyE7Q
AUGUST, 2014.

FINAL PROJECT (Group A)

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FINAL PROJECT (Group A)