Lesson Plans Science 4-6 Primary Education Classes 4-6 Key structures Past simple - negative Functions Make

suggestions, agree and disagree would you like to be an ecologist? Yes, I would. Im afraid our Planet needs help. Key vocabulary Ecology ozone hole, ecologist, global warming, ecologically safe, ecologically friendly, environmental protection, industrial waste, plastic container, recycling, sewage, to clean up, air pollution, contamination , greenhouse effect, deforestation

Background information The greenhouse effect is a process by which thermal radiation from a planetary surface is absorbed by atmospheric greenhouse gases, and is re-radiated in all directions. Since part of this re-radiation is back towards the surface and the lower atmosphere, it results in an elevation of the average surface temperature above what it would be in the absence of the gases. Optional extra materials Objects (e.g. video cassette/ audio cassette/ magazine/ CD/ newspaper) To practice would you like to? Before you start: -students look at the picture in the SB and answers the three questions.

Exercise 1 -students listen and read. See the SB for the full tape script.

Exercise 2 -students listen and repeat after the cassette. Pay particular attention to the pronunciation, stress and elision in what would you like to/would you like to? Exercise 3 -students answer the questions

Exercise 4

Lesson Plans Science 4-6 Primary Education -divide the class into five groups and ask each group to find information in the text about one of the ecologist: John Stanley Beard (1916 17 February 2011) was a British-born forester and ecologist who resided in Australia. Beard studied at the University of Oxford where he completed his doctoral thesis on tropical forestry. While working with the Forestry Division in the 1940s, Beard developed a system of forest classification for Tropical America. -have the groups report back what they have found out. Then, read the whole text with the class, checking comprehension and encouraging students to guess the meaning of the new vocabulary from the context and their own background knowledge.

Think! Box -students look through the text to find the past simple negatives. (They didnt segregate the litter./He didnt drink the contaminated water. /He didnt help to clean up.) -write one of the negatives on the board with the corresponding affirmative so that students can see how the negative is formed with didnt/did not + infinitive, e.g. They had plastic containers. They didnt have plastic containers. -write the rule on the board: to make the past simple negative, we use didnt before the infinitive. I/you/he/she/we/they didnt go to the park because it was full of litter. Exercise 5 -tell students to correct the statements by changing only the name of the person (not changing the rest of the sentences). Further work -students use copies of recourse 8 for future practice in positive and negative statements in the past simple. -demonstrate the game before students play: shake the dice, move along the board squares and make either a positive or negative statement in the past, using the words in the square (e.g. I segregated my litter yesterday evening/I didnt segregate my litter last weekend.) If there is a mistake in the sentence, the player goes back to start. The winner is the player who finishes first. -students play in groups of three of four, each group having a dice. Exercise 6 Play the cassette as often as necessary, pausing appropriately, for students to complete the chart.

Role-play Exercise 7 -demonstrate the role-play (T-S and S-T) before students work in pairs. -then, have someone of the pairs act it out for the class.

Lesson Plans Science 4-6 Primary Education -if students ask, point out the difference between would you like? and do you like?

Exercise 8 & 9 -if you wish, let the students be responsible for organizing this exercises. While individual students tell the class about what is the best idea to help our Planet, have two students responsible for asking what did you do to keep your environment clean last year? Another two students write their ideas on the board. When the ideas are all listed and students have voted, another two students collect the votes and count them. Another two students write the final results on the board.