Activities:

1. Each class starts with a demonstration and discussion of a short educational “warm up” movie.
2. Students are engaged in discussion to share personal experience of fitting in.

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Activities:

1. Learning process happens in a small, cozy ESOL classroom. 
2. Students work as a small group around a horseshoe table.
3. Community, environment and the world related visual supports, educational materials and artifacts are hung on the walls and scattered around the room.

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Introductory “Big Picture” Activity

• Learning Goals: 

  • Students come to the idea that the entire population of the Earth is one large community by naming groups who form communities and creating a community map.
  • Students identify environmental problems and solutions.
  • Students improve English vocabulary and grammar.

• Language objectives

  • Students will be able to:

    • Talk about environmental problems and solutions.
    • Read about environmental problems with cause and effect words.
    • Write a paragraph about pollution with cause and effect words.
    • Write about environmental problems and solutions with a chart.

• Introductory “Big Picture” Activity/Assessment of Prior Knowledge

  • Students explore the picture of the world in their books individually and in a group.
  • Students use a Categorizing Pictures chart to write down things they see in a collage.
  
  

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• Use Oxford Picture Dictionary to build topic vocabulary.
• Use picture cards to demonstrate vocabulary knowledge.
• Work with the partner/group, talk about the environment.
• Watch and discuss environmental movies.
• Prepare to read, read, and respond to the selection.
• Grammar: There is/are; There was/were; Future Tense; adjectives that compare; helping verbs.

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Brain Target #5 - Teaching for Application (Extension and Application of Knowledge)

• Students create a collage using the National Geographic magazine images.
• Students reuse bottle caps to make patriotic bracelets.

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Brain Target #6 - Evaluating Learning

• Students participate in daily discussions with some extent of growing independence, using the topic vocabulary and grammar correctly.
• Students listen to the article on CD and follow the reading in their papers.
• Students read the questions, find and underline the answers in the reading in the text.
• Students identify the main idea of the article and write it down.
• Students are able to talk about different kinds of pollution using the “______ is caused by _______” structure.
• Students independently write a paragraph about a particular type of pollution.

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Materials

• Hampton-Brown High Point Level A
• Oxford Picture Dictionary
• Media:
• “Banjo Frogs” The Bullfrog films
• “Turtle world” The Bullfrog films
• “Possum’s rest” The Bullfrog films
• National Geographic magazines
• Plastic bottle caps
• The Brain –Targeted Teaching Model

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