SUMMARY – HOW TO BECOME A GREENER CITIZEN

UNIT „SUMMARY – HOW TO BECOME A GREENER CITIZEN“

This lesson addresses the need to act in an environmentally sustainable way in the contemporary world. The objective of this lesson is to encourage students to learn about environmentally responsible behaviour and to incorporate new greener choices to their daily lives.

Duration: 30 min

Learning outcome:

+  Changing perspectives

Critical thinking

Open-mindedness

Learning skills:

Vocabulary

Speaking

Teamwork and cooperation

1.1. Choose 2 pictures and describe them to your partner

                                                           

                                                           

1.2 Match the activities with the pictures:

1.       Create a compost
2.       Save water
3.       Use reusable coffee cups
4.       Buy second hand clothes
5.       Recycle
6.       Replace plastic bags

1.3 Take 10 minutes and think of the following questions:

–          What green activities mentioned do you do in your daily life?

–          What would you like to start doing?

–          Which one do you think is the most useful one?

–          Can you think of other green choices?

 

1.4 Now, discuss your answers in pairs.

Duration: 60 min

Learning outcome:

+  Vocabulary

Speaking

Reading comprehension

Learning skills:

Vocabulary

Speaking

2.2 Read the text about active citizenship.

The term of active citizenship is used to describe citizens that do many activities that support democracy.

Active citizenship is a concept of both the rights and responsibilities of citizens. It includes participation and belonging to a caring community.

These activities include protesting and collecting petitions, community activities such as volunteering, charity, and political engagement such as voting or campaigning for elections.

There are many benefits to active citizenship. For example, a face-to-face meeting with neighbours can create a sense of community and belonging.

Active citizenship usually refers to participation that requires respect for others and that does not violate human rights and democracy.

Adapted from: https://link.springer.com/referenceworkentry/10.1007%2F978-94-007-0753-5_16 and https://www.thecanadianencyclopedia.ca/en/article/active-citizenship

2.2 Are there any words you don’t understand? Ask your teacher and discuss their meaning together.

2.3 Choose the right answer to each question:

1.       What is active citizenship?
2.       What activities are not included in active citizenship?
3.       What are the benefits of active citizenship?
2.4 Find someone in your classroom who has ever:

signed a petition

protested against something

given money to charity

voted in elections

volunteered

organized charity event

been active in politics

donated clothes to charity

 helped a homeless person
E.g: Have you ever voted in elections? Have you ever helped a homeless person?

2.5 Filled all the cells? Share your findings with the rest of the class!

E.g: I found out that Lucia signed a petition against a big commercial centre.

Duration: 60 min

Learning outcome:

+ open-mindedness

+respect for others

+solidarity

+critical thinking

+changing perspectives

+dealing with complexity

Learning skills:

expand vocabulary on Hanukkah

+consolidate and practice the vocabulary

+critically decide which information are true or false

3.1 Watch the following video. 

3.2 Tick those objects that you have watched in the video:
3.3 Read the following text about Hanukkah:



 

It’s time to celebrate Hanukkah, the Jewish Festival of Lights that lasts for eight days and nights. The holiday’s popularity grows in modern times, but its origins date back to the centuries following the death of Alexander the Great, the ancient Macedonian leader who conquered the Persian Empire.

 

Today Hanukkah is celebrated on the 25th day of Kislev (the ninth month of the Hebrew calendar), which typically falls in late November to mid-December. For eight nights, candles are lit in a menorah, a candelabrum with spaces for nine candles—one for each night plus a “servant” candle called the shamash. On each successive night, one more candle is added and lit. During the lighting, people recite special blessings and prayers. Songs are sung, and gifts are exchanged.

 

This year, the COVID-19 pandemic is expected to interrupt Hanukkah celebrations across the world as health officials advise families and communities not to meet. But not even a pandemic can stop this festival dedicated to the miracle of light. Instead, much of the festivities will take place from a distance, from virtual menorah lightings to drive-thru remembering of the Hanukkah story.

Adapted from: https://www.nationalgeographic.com/history/article/history-of-hanukkah

3.4 Add paragraph headings to the text:

●        How is Hanukkah celebrated? 

●        How has Covid-19 pandemic affected the celebration of Hanukkah? 

●        What is Hanukkah?
3.5 Decide whether the following statements are true or false

1.       Hanukkah is also called “the Festival of Candles”.
2.       Hanukkah starts on 25th December every year.
3.       Hanukkah lasts for 8 days and 8 nights.
4.       During the lightning of candles people are singing the national anthem.
5.       Because of the Covid-19 restrictions, parts of Hanukkah are celebrated virtually.

Duration: 60 min

Learning outcome:

+open-mindedness

+respect for others

+social responsibility

+proactive and participatory community membership

+critical thinking

+changing perspectives

+dealing with complexity

+decision-making

Learning skills:

+ expand vocabulary on resources and Fair Trade problematic

+try to decide which information are crucial and describe the problem in their own words

+learn how to navigate on English websites

4.1 Watch the video on the following link    (don’t forget to turn on the subtitles – CC button).

4.2 After watching the video, please write down in your own words what Fairtrade is.
4.3 There are many products that are produced under the Fairtrade standards. In the pictures you can see some of them. Match the products with their names.


Use the following words: coffee/ gold/ rice/ flowers/ cocoa/ bananas/ cotton/ tea/ nuts

4.4 For these products, find the top producing country, use THIS link to find out.

Link:  https://www.fao.org/faostat/en/#rankings/countries_by_commodity

PRODUCT

TOP PRODUCING COUNTRY

tea

 

cocoa

 

coffee

 

bananas

 

rice

 

Duration: 90 min

Learning outcome:

+  expand vocabulary on diseases and health in general

+learn the basic phrases used while visiting the doctor

+self-respect

+open-mindedness

+solidarity

+decision-making

+conflict transformation

+creativity

+teamwork and cooperation

Learning skills:

Vocabulary

Speaking

Writing

5.1 Complete the dialogue using phrases in the box.

Take these tablets two times a day after breakfast and dinner.

I have chest pain and a bad cough. Last night I had a temperature of 38 degrees Celsius.

Ok, now, let me listen to your chest.

For about 5 days.

Keep yourself warm and rest a lot.

 

Patient: Good morning, Doctor.

Doctor: Good morning. What can I do for you?

Patient: I’m not feeling well. _____________________________________________________________________

__________________________________________________.

Doctor: For how long have you had these symptoms?

Patient: ______________________________________.

Doctor: __________________________________________.

Patient: Sure, go ahead, Doctor.

Doctor: Well, it seems you have an infection there. I will now prescribe you some antibiotics.

Patient: Is it going to be better soon?

Doctor: Sure, here, look. ________________________________________________. If it is not going to be better in a week from today, come to see me again.

Patient: Thank you, Doctor. Is there anything else I should do?

Doctor: You should __________________________________.

Patient: Ok, Doctor. Thank you very much. Goodbye.

 

5.2 Now, listen to the dialog and check your answers.

5.3 Match the symptoms with illnesses or diagnosis below:

 

1.             My ankle is big and hurts a lot – I can’t even walk.

2.             I have a stomach ache, I think I ate something bad.

3.             I feel awful. My body hurts, I’m sneezing and I have a temperature of 37,5 degrees celsius.

4.             My skin is very sensitive and red. I fell asleep at the beach yesterday.

5.             I have a cough and my throat hurts. I am having trouble swallowing.

6.             My head hurts a lot, I need a quiet place to be – I hate loud noises.

 

flu                 food poisoning               a twisted ankle

sunburn a        sore throat                      headache

 

5.4 Watch the following introductory video. Is there anything you don’t understand? Ask your teacher and discuss it together.

 

Link: https://www.youtube.com/watch?v=wqlioh_jmc

5.5 Group project

Divide into groups. Each group will create a poster on the topic of Taking care of your mental health during the pandemic of Covid-19 (or in general). Use the vocabulary from the video.

Use the internet, if necessary. Use crayons, scissors, glue, old newspapers or magazines etc. Be creative!