Skkn cấp tỉnh raising the grade 10 students’ sense of responsibility for tackling climate crisis through post reading activities

Therefore, we have been trying to carry out effective activities with the aims of raising students’ sense of responsibility for tackling climate crisis in post-reading stage in Tieng an

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN

PART 1: INTRODUCTION 1

II AIMS OF THE STUDY 2 III SCOPE OF THE STUDY 2 PART 2: CONTENT _ 4

I THEORETICAL BACKGROUND _ 4

1 Definition of sustainability and United Nation sustainable development goals _ 4

2 Definition of responsibility and sense of responsibility _ 5

3 Climate crisis _ 5 3.1 Definition of climate crisis _ 5 3.2 Consequences of climate crisis 5 3.3 Climate justice _ 6

4 Post- reading activities 7 4.1 Definition of post-reading activities 7 4.2 Benefits of using post-reading activities to improve the students' sense of

responsibility for tackling climate crisis 7 4.3 Some principles for choosing post-reading activities to raise students' sense of responsibility for tackling climate crisis 8

II SITUATION ANALYSIS _ 8

1 Situation of students' sense of responsibility for tackling climate crisis at my school _ 8

2 Situation of teaching the students sense of responsibility for tackling climate crisis at my school _ 8

3 Situation of learning English and teaching post-reading in English lessons at my school _ 9

4 The textbook 9 III SURVEY _ 10

1 Survey and the results _ 10

2 Findings from the survey 11

IV SOLUTIONS AND IMPLEMENTATION 12

1 Activity 1: Using discussions 12 1.1 Sample application 1 - Unit 1: Family life 12

1.2 Sample application 2 (Unit 5: Inventions) 14 1.3 Sample application 3 (Unit 6: Gender equality) 16

2 Activity 2: Making a plan/ calendar _ 18 2.1 Sample application 4 (Unit 2: Human and environment) _ 18 2.2 Sample application 5 (Unit 4: For a better community) 20

3 Activity 3: Holding a contest 22 3.1 Sample application 6 (Unit 3: Music) 22 3.2 Sample application 7 (Unit 8: New ways to learn) 23

4 Activity 4: Making role-play _ 25 4.1 Sample application 8 (Unit 7: Viet Nam and international organizations) _ 25 4.2 Sample application 9 (Unit 9: Viet Nam and international organizations) _26 4.2 Sample application 10 (Unit 10: Ecotourism) _ 28

5 RESULT AND COMMENT _ 30 5.1 Results 30 5.2 Comments _ 31 PART 3: CONCLUSION _ 33 PART 4: SURVEY ON THE URGENCY AND FEASIBILITY OF RAISING THE GRADE 10 STUDENTS’ SENSE OF RESPONSIBILITY FOR TACKLING

CLIMATE CRISIS THROUGH POST-READING ACTIVITIES 36

1 Aims of the survey 36

2 Scope of the survey 36

3 Survey and assessment _ 36 3.1 The survey _ 36 3.2 Method and assessment _ 37

4 The results and findings _ 37 REFERENCE 39

APPENDICES Appendix 1: BEFORE INTERVENTION SURVEY

STUDENT’S CLIMATE CHANGE ATTITUDE SURVEY

Class:………

Sex: male / female

Years of learning English:………

Climate change is the most alarming global issue that attracts attention to the man, the governments, international organizations Daily newspapers, broadcasts, the Internet, mass media have been talking about climate change and its serious consequences on the whole world Although climate change is a global issue, its root cause lies in the sum of our individual actions Therefore, we have been trying to carry out effective activities with the aims of raising students’ sense

of responsibility for tackling climate crisis in post-reading stage in Tieng anh 10 Please answer the following questions by circling the options you choose (A, B

C or D) to show your attitude about climate change

Question 1: I believe there is evidence of global climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 2: We cannot do anything to stop climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 3: There is not much I can do that I can help solve climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 4: The actions of individuals can make a positive difference in global climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 5: I can do my part to make the world a better place for future generations

A Strongly disagree B Disagree C Neutral D Agree

Question 6: I am hopeful we can solve our climate crisis

A Strongly disagree B Disagree C Neutral D Agree

Question 7: It is interesting for us to learn about climate change in the English lessons

A Strongly disagree B Disagree C Neutral D Agree

Thank you for your co-operation

Appendix 2: AFTER INTERVENTION SURVEY

STUDENT’S CLIMATE CHANGE ATTITUDE SURVEY

Class:………

Sex: male / female

Years of learning English:………

Climate change is the most alarming global issue that attracts attention to the man, the governments, international organizations Daily newspapers, broadcasts, the Internet, mass media have been talking about climate change and its serious consequences on the whole world Although climate change is a global issue, its root cause lies in the sum of our individual actions Therefore, we have been trying to carry out effective activities with the aims of raising students’ sense

of responsibility for tackling climate crisis in post-reading stage in Tieng anh 10 Please answer the following questions by circling the options you choose (A, B

C or D) to show your attitude about climate change

Question 1: I believe there is evidence of global climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 2: We cannot do anything to stop climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 3: There is not much I can do that I can help solve climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 4: The actions of individuals can make a positive difference in global climate change

A Strongly disagree B Disagree C Neutral D Agree

Question 5: I can do my part to make the world a better place for future generations

A Strongly disagree B Disagree C Neutral D Agree

Question 6: I am hopeful we can solve our climate crisis

A Strongly disagree B Disagree C Neutral D Agree

Question 7: It is interesting for us to learn about climate change in the English lessons

A Strongly disagree B Disagree C Neutral D Agree

Thank you for your co-operation

PART 1: INTRODUCTION

I REASONS FOR CHOOSING THE TOPIC

Climate change is one of the most alarming current issues that human being is

experiencing From day to day, news on TV, the Internet, radios has earnestly and

continuously warned about climate change and its consequences It has severely

negative impacts on all aspects of the life In fact, the man is being put in a case of

emergency because of global warming, whose most obvious consequences are horrible

natural disasters such as the degradation of ecosystems, the loss of biodiversity, the

depletion and destruction of essential resources, pollution of all kinds, extreme poverty

for billions of human beings These problems have been caused mainly by the man’s

lack of knowledge and senses of responsibilities Therefore, a lot of challenges about

climate crisis are being faced for authorities, leaders and the man Being one of the

basic pillars of the social development, education is considered as the prerequisite

element of sustainable development and plays an important role in tackling climate

crisis

As teachers of English at a high school, we have learned that the ideal target of

education is make the society sustainable development and equality Therefore, in

teaching process, teachers should be toward education for sustainable development

goals such as healthy life, gender equality, climate crisis and its impacts, etc In these

tasks, teachers take main responsibilities for guiding and educating students who are

the hosts of the future However, global issues seem not to be concerned reasonably in

schools and integrated in the curricula Therefore, students lack awareness of global

issues and don’t get involved in them in the daily life For examples, climate crisis is rarely referred to and discussed about at classes As a result, education

for tackling climate crisis at my school has not been practical and effective One of the

most basic causes may be that climate change is rarely taught and warned everyday In

addition, it is not focused on in every lesson they have learned in classes Whereas, it

is obviously possible to educate students to tackle climate crisis through different

subjects such as: Geography, Civic Education, Literature, Biology, English, …

Another reason is that enjoying the life, the students themselves seem to be insensible

of the climate change issue A big question is that how can we raise the students’

awareness and sense of responsibility for climate change in the daily life and ensure

the continuity of sustainable economic, social, and environmental systems for future

generations? This requires that we should combine both teaching knowledge, language

skills and tackling the climate crisis into language classroom during teaching process

As a matter of fact, the post-reading stage of a reading lesson is commonly known as

the closing of a lesson At this stage, teachers usually use available post-reading

activities in the textbooks to make sure that the students can apply the learned

knowledge into other productive skills, namely speaking and writing However, these

activities are not effective and toward education for sustainable development goals

because they are mainly centered on the topics of the units but not on the transcendent issues of the real life which the man is being concerned As far as we learn, post-reading stage is a wonderful opportunity to apply the activities to improve the students’ sense

of responsibility for climate change without time-consuming By this way we can transform the students’ awareness, attitude and behaviors in their green routines

to achieve sustainable development goals

For the reasons above, from the beginning of the school year 2022-2023, we have carried a study which has changed the ways we used to teach post-reading with the

topic " Raising the grade 10 students’ sense of responsibility for tackling the climate crisis through post-reading activities " Hoping that with these experiences teaching

post-reading at my school will become more flexible and our students will be more responsible for tackling climate crisis

II AIMS OF THE STUDY

- To improve the grade 10 students’ sense of responsibility for tackling climate crisis, take practical actions to have a better life and form the students’ green routines through post-reading activities in reading lessons

III SCOPE OF THE STUDY

- Focus on post-reading activities of the reading lessons in the textbook Tieng Anh 10

PART 2: CONTENT

I THEORETICAL BACKGROUND

1 Definition of sustainability and United Nation sustainable development goals

Sustainability is integration of environmental, social, human and economic goals in policies and activities; equal opportunity and community participation/sustainable community; conservation of biodiversity and ecological integrity; ensuring inter-generational equity; recognizing the global integration of localities

 United Nations Sustainable Development Goals

The Sustainable Development Goals are a set of 17 global goals adopted by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development The SDGs aim to end poverty, fight inequality, and address climate change, while promoting peace, justice, and sustainable development worldwide The goals build on the Millennium Development Goals and include a broader range of issues such as economic growth, infrastructure, and innovation

The Sustainable Development Goals are far from perfect but they are a great educational framework Teacher had better focus on these goals to design the activities

so as to guide students to develop the sustainable future

The Sustainable Development Goals are a universal call to action to transform the world and ensure that no one is left behind

To integrate climate change into teaching process and get students connected to the planet, the teacher can base on some Sustainable Development Goals below:

Although human-caused climate change is a global problem, its root cause lies in the sum of our individual actions Actions to address climate change are already happening all around us The multifaceted nature of solutions and adaptations offers many avenues for exploring these topics in the classroom Types of actions to reduce climate change can take many forms, such as emissions avoidance, land use changes, water and energy and food consumption, or sequestration of greenhouse gases The scale of actions can range from an individual to a community, to a nation, or international organizations

2 Definition of responsibility and sense of responsibility

Responsibility is defined as the state or fact of having a duty to deal with something or

of having control over someone; the state or fact of being accountable or to blame for something; the opportunity or ability to act independently and take decisions without authorization; a thing which one is required to do as part of a job, role, or legal obligation Responsibility is the burden someone is obligated to fulfill in order to meet

a particular need Someone’s level of meeting his responsibilities shows how trustworthy he is, particularly if he consistently meets his responsibilities

A sense of responsibility is an awareness of one’s obligations; it’s like doing what we are supposed to do It can be defined as a general conscious awareness; "a sense of security"; "a sense of happiness"; "a sense of danger"; "a sense of self"

3 Climate crisis

3.1 Definition of climate crisis

In 1988, National Aeronautics and Space Administration (NASA) scientist James Hansen drew attention to the heating of the Earth’s temperature, otherwise known as the ‘greenhouse effect’ or climate change (see Washington Post, 3 August 2012)

3.2 Consequences of climate crisis

We live in the world where we may no longer take for granted that our childrenʼs and grandchildrenʼs generations will have a sustainable future, where future generations will need to make an ethical decision about whether it is morally responsible for them

to bear their own children, bringing new human beings into a world that is being further and further decimated by our own hand A quick look at the devastating impacts climate

change is having on our planet is necessary to fully appreciate the magnitude of the approaching struggles Our planet has continuously been experiencing the ten hottest years and the extreme weather events such as El Nino, La Nina, which are known as consequences of climate change It has seriously disrupted the three pillars of sustainability including social, environmental and economic ones in all regions around the world

Firstly, climate change could affect our society through impacts on a number of different social, cultural and natural resources It is a significant threat not only to human health but also to living things’ health As consequences of climate change, severe diseases spread and kill many thousands of people in the world Agriculture and fishery has had many difficulties such as destruction of crops, animal diseases due extreme events of the weather In addition, climate change could disrupt food supplies, industry supply chains and financial markets, damage infrastructure and cities, and global development In short, climate change could affect human health, infrastructure, and transportation systems, as well as energy, food, and water supplies

Secondly, climate change poses risks to the environment where air, soil, water is seriously being polluted Greenhouse gas emissions and their impacts are being put the red alert to the ozone layer and the people’s health The disappearance of thousands of species of plants and animals is supposed to be the consequence of the soil and water contamination Additionally, ice melting has narrowed the area of the continent which leads to many difficulties in all aspects of the global life In short, forest fires, extreme weather, and invasive pests and diseases are among many environmental threats related

to climate change

Thirdly, climate change has seriously damaged the global economy and negatively affected sectors such as agriculture, forestry, fisheries and tourism Warmer temperatures, sea level rise and extreme weather will damage property and critical infrastructure which is a heavy financial burden of the national budget Moreover, the people have to spend a big amount of their income on healthcare due to diseases from environmental pollution

Understanding these impacts can help us raise awareness of our daily actions; and prepare for what’s here, what’s avoidable, and what’s yet to come and to better prepare and protect all communities

3.3 Climate justice

Climate justice is the idea that everyone has the right to a safe, healthy, and sustainable environment, regardless of their race, gender, or socioeconomic status It emphasizes the need to address the climate crisis in a way that benefits those who are the most vulnerable to its effects Even though everyone has been affected by climate change, those living in the world’s poorest countries which have contributed least to the problem are the most climate- vulnerable They have the fewest financial resources to

respond to crises or adapt, and they’re closely dependent on healthy, thriving natural world for food and income Because climate change and rising inequality are interconnected crises, decision makers must take actions to combat both, and all of us must fight for climate justice

4 Post- reading activities

4.1 Definition of post-reading activities

Post-reading activities are simply activities done after while-reading activities are completed At this stage the students are in a temporary change of state or condition, that is, they now know something they did not know before The task of the post-reading stage is to integrate or synthesize the read material into one's knowledge

base of the topic Students need to make the material their own This can be

achieved through a variety of means employing writing, class discussion, visual

representations, and physical demonstration

When the while-reading stage is completed, the students are expected to have obtained new information from the text This should bring about a change of some kind such as they would know more, or think or feel differently from before According to Nuttall (1996: 164) when intensive work in a during-while-reading stage is completed, general comprehension must be intended to At this stage, the students should be able to evaluate the text as a whole to respond to it from a more or less personal point of view They may be asked to agree or disagree with the author or the characters in the text; relate the content to their own experience; connect the content with other work in the same field; discuss characters, incidents, ideas, feelings; or predict what can happen afterwards

4.2 Benefits of using post-reading activities to improve the students' sense of responsibility for tackling climate crisis

- Teachers can educate students' awareness through teaching language skills

- Students recycle what they have obtained from the text

- Students go beyond the text and enter the real world, equipped with the obtained information

newly Updating the problems that are closed to the students' real life and working together

to find out the solutions as their responsibility

- Students can well prepare for an independent green healthy life in the future

- Students learn to be responsible for their actions, choices and decisions to themselves, their families and society

- From post-reading activities, the students are developing themselves to achieve automaticity, meaningful learning, autonomy, willingness to communicate, interlanguage, and communicative competence

4.3 Some principles for choosing post-reading activities to raise students' sense

of responsibility for tackling climate crisis

- The activities should keep all of the students involved and interested

- The activities should make students think of what they have to do in the real life

- Teaching the sense of responsibility may make students boring, so the activities should be challenging and interesting enough to attract their attention and stimulate them to take part in

- The activities should help the students develop their attribute and competences

- To be suitable with the time limit of post-reading stage, the length of each activity

is about 10 minutes

II SITUATION ANALYSIS

1 Situation of students' sense of responsibility for tackling climate crisis at my school

Our school is an ethnic boarding high school of the province and the students come from ethnic low-income families in western mountainous areas They are supported to go to school and given the best conditions to study Most of them are obedient and hard-working They have tried their best and got good learning achievements They seem to be considered

as the hosts and life changers of their hometowns who help develop the life of the villagers These students are the villagers’ pride and hopefulness

However, to be honest, the students’ awareness, responsibilities, and attitude to the global issues are quite low As a matter of fact, the students are hardly aware of climate crisis They seem to identify the changes of the weather and its consequences such as storms, flood, drought Nevertheless, they think that they are not the causes of the climate change and they take no responsibilities for solving its problems They only care about what they can receive and enjoy in the life without asking what they need to do Consequently, they do not change their bad actions of the daily habits, which has a lot

of negative effects on global warming For examples, they waste a lot of fresh water, energy, food, ect In addition, they often use single plastic items such as plastic bags and bottles, and throw them away disorderly, or even burn wastes in open air They never categorize wastes and recycle them Although they have been experiencing the obvious changes in rise and decrease in the temperature as well as extreme weather patterns, they believe that these are naturally caused

2 Situation of teaching the students sense of responsibility for tackling climate crisis at my school

It is said that family is the foundation of the character education It means that children's character is mainly formed by family education Besides, school also plays an important role in educating students' character and adjusting their behaviors, actions Normally, it is considered that awareness education is the responsibility of administrators and form teachers At my school, it is likely only Geography and Civic

teachers take responsibilities for teaching students the senses of responsibilities for tackling climate change The Young Union sometimes organizes outdoor activities which help raise the students' awareness of environmental protection such as Green Sunday and planting tree campaigns Other teachers mainly teach knowledge in textbook and some necessary skills that their subjects require, the sense of

responsibility is hardly focused on

3 Situation of learning English and teaching post-reading in English lessons at

my school

As mentioned above, the students’ living conditions and ways of thinking have a big effect on the way students study Since English is an optional subject in the GCSE examination, many of the students have only learned it because it is a compulsory subject Some of them learn English with the only aim to pass tests or examinations,

so they mostly focus on studying pronunciation, vocabulary and grammar They even feel it hard to remember all the required knowledge for different exams

This way of thinking among students leads the teachers of English at my school to nearly the same way of teaching the language We always try to fulfill the knowledge

in textbooks to our students Especially, since the sample test of the Education Ministry was given, the teachers have provided as many practice exercises like the model as possible With the help of modern technology, many lectures designed by PowerPoint have been given to students The teachers also use interesting activities such as games, quiz, role-play…to stimulate students They have been trying to apply new teaching methods to help students improve their language skills consist of reading, listening, speaking and writing The quality of the lectures has been considerably raised and it plays an important role in the results of the students in the exams

In reading lessons, the teachers at my school often use the activities given in textbooks with the exciting approaches to make the lessons more interesting and attract their attention to the lessons as well However, because of our students' poor ability and long or difficult reading texts, the teachers and students usually spend almost the time on while-reading activities Sometime, we hardly have time for post-reading stage

or else we use the post-reading activities similar to those in while-reading stage to make sure that the students understand the reading text more The post-reading activities that are used popularly are discussing the open questions related to the topic This helps the students connect the reading texts with themselves and real situations Nevertheless, these activities can hardly tend sustainable development goals and help improve students' sense of responsibility for tackling climate crisis, the biggest issue of the globe

4 The textbook

The textbook Tieng Anh 10 is an official textbook structured with a priority towards

developing competences and communication, centered-learners and integrated language skills The textbook has desirable aim of equipping students with a language

knowledge and basic skills not only to meet the foreign language requirements of the job market and global integration but also to preserve the national cultural traditions

In order to achieve these objectives, the content of the book is designed to utilize themes with which all students will be familiar including our lives, our environment, our society and our future For each theme, related vocabulary and word studies, and skills are presented communicatively The textbook contains ten units, and each unit presents eight lessons with getting started, language, four different skills, communication and culture (CLILL), and looking back and project Reading is the third lesson in each unit, guiding and providing students with key words and phrases of the related topic which then become “building blocks” that enable them to apply their knowledge into communication and cultural situations; and projects

The book Tieng Anh 10 contains many topics which are close to the students They are about life, environment, education, family, and society such as family life, human and environment, music, for a better community…but there is no integration for teaching

students the sense of responsibility for tackling climate crisis With the speed of global warming and the frequency of the extreme weather patterns, teaching sense of responsibility for tackling climate crisis is really necessary; however, it is not compulsory in the curriculum

III SURVEY

1 Survey and the results

At the beginning of the school year 2022-2023, we have carried out the students’ climate change attitude survey containing 7 statements with four levels of the answer for 118 students from three classes 10A1, 10 C1, 10D of my school The survey was done twice One was at the first semester of the twelfth form (before teaching post reading with activities improving students' sense of responsibilities for tackling climate crisis) and the other was at the end of the second semester (after using these activities) The table below shows the result of the survey for first time

C Neutral 23%

3 There is not much I can do that I can

help solve climate change

A Strongly disagree 12%

4 The actions of individuals can make a

positive difference in global climate

5 I can do my part to make the world a

better place for future generations

7 It is interesting for us to learn about

climate change in the English lessons

A Strongly disagree 36%

2 Findings from the survey

The survey shows that before using the adapted activities, most of students believe that climate change is a hoax and there is no scientific evidence about it Therefore, they need to do nothing to affect it They think that their roles in solution to climate change are not important, their daily actions cannot make the world different Some of them believe that they can change the situations and consider that learning climate change

in the English lessons are interesting However, every English lesson they learn often

mainly focuses on knowledge and language skills As a result, they are little aware of their responsibility for tackling climate change

IV SOLUTIONS AND IMPLEMENTATION

From the analysis above, it can be said that our students' irresponsibility for global issues in general and tackling climate crisis in particular is very worrying Moreover, the consequences of climate change with series of natural disasters (flood, drought, hurricanes, El Nino…) are putting an alarming threat for the world However, teaching English at my school is mainly focused on knowledge and competences for the examinations It is high time for us to educate our students' sense of responsibility for tackling climate crisis through English lessons with the aim at global sustainable development

Post-reading stage is the best choice for the solution because it is a good chance for the students to connect English lessons to their real life Furthermore, based on the topics

of the reading texts and our aim, we can create many different activities to teach students’ sense of responsibility for tackling climate crisis In addition, we also can apply many different activities for each reading lesson depending on what aspects of the life we would like to address to tackling climate crisis such as energy, water, land, air etc In short, post-reading stage is potential to apply the activities which help improve our students' sense of responsibility for tackling climate crisis

The topics of the reading texts in Tieng Anh 10 textbook are very familiar to the students' life, so I have used post-reading stage to carry out the following activities These are some suggested activities which I have applied to improve my students' sense

of responsibility for tackling climate crisis quite effectively

1 Activity 1: Using discussions

1.1 Sample application 1 - Unit 1: Family life

 Aims:

- Use knowledge about the household chores to find out solutions to reducing carbon footprint in the family

- To develop students’ speaking and collaborative skills

- To raise students’ awareness of limiting carbon footprint in the household chores

 Content: Suggested activity: Discussion: Family footprint

Work in groups Discuss the question: What should we do to cut down on carbon footprint with the household chores?

 Expected outcomes:

- Students can find out best solutions to cut down on carbon footprint with the household chores

 Organisation

Activity 4: (10 mins) Work in groups

Discuss the question: What should we do to

cut down on carbon footprint in doing the

household chores?

- Teacher introduces the task

- Teacher divides the class into four groups

to discuss the question for 5 minutes

- Teacher shows a chart about top 20

high-impact climate actions for households and

asks students to find out the solutions to

reduce greenhouse gas emissions in terms

of food, energy, travel, waste

Group 1: discuss about food

Group 2: discuss about energy

Group 3: discuss about travel

Group 4: discuss about waste

- Students discuss the question in groups for

5 minutes

- Teacher calls the representative of each

group to make reports about the

discussion

- Teacher calls peer correction

- Teacher listens and gives feedback if

necessary

 These following pictures illustrate

students’ activities and products

- Lead-in: The climate emergency begins at home, self-awareness of the impact of the household chores on the environment is very crucial The chart below shows that

 Suggested answer:

- Group 1: We should eat plant-rich diets instead of diets with pork, beef, We should eat organic food, plant vegetables and trees In additon, we mustn’t waste food because the food waste can be provided with millions of hungers

- Group 2: We should use eco-friendly energy such as solar energy, led lightening, high performance glass We should turn off electric appliances when not using such

as fans, lights, ACs, TV We should open the door, windows on the day instead of turning on the light Moreover, we can use solar fans, lights In addition, When cleaning the houses, doing the laundry, washing-up, we should save water We should clean the houses instead of using robots We should do the laundry by ourselves and dry clothes in the air

- Group 3: We should use eco-public transport such as electric trams, carpooling

or electric cars, hybrid cars or even telepresence It is a good idea to get around

by bike or walk Another way is that we

can use electric cars, motorbikes instead of petrol ones

- Group 4: We should reuse and recycle waste Instead of using single- plastics bags and bottles, we use reusable items

We should sort waste into recyclable and unrecyclable items We should give old clothes, shoes, books, which can be used

to others

 Assessment

- Teacher’s observation on Ss’ performance

- Teacher’s feedback and peers’ feedback

1.2 Sample application 5 (Unit 5: Inventions)

 Aims:

- Use knowledge about the household chores to think critically about relation between the household chores and environmental pollution

- To develop students’ speaking and collaborative skills

- To raise students’ awareness of in relation between the household chores and environmental pollution

 Content: Suggested activity: Discussion

Work in groups Discuss how AI can be used to protect the environment Then

share your ideas with the class

Activity 5: (10 mins) Work in groups Discuss

how AI can be used to protect the environment

Then share your ideas with the class

- Teacher introduces the task

- Teacher divides the class into groups of 6 or

8 to discuss the question for 5 minutes

- Teacher suggests some clues to help students

focus on

- Students discuss the question in groups for 5

minutes

- Teacher calls the representative of each

groups to make reports about their

discussions

- Teacher calls peer correction

- Teacher listens and gives feedback if

necessary

* These following pictures illustrate students’

activities and products

- Lead-in: The climate emergency begins at home, self-awareness of the impact of doing the household chores

on the environment is very crucial

- AI is used in protecting oceans, forest, air, land

 Suggested answer:

+ AI is used for modelling and predicting climate change, machine learning algorithms analyse vast dataset to identify patternsand provide more accurate climate models, to predict natural disasters with early warning systems, making risk assessment and making disaster response plans

+AI plays a vital role in the conservation of wildlife and their habits through the deployment of AI-enabled cameras and sensors + AI can be applied to enhance energy productivity and resource management

+ AI can be used to augment research and development capabilities

in clean technologies to minimize emissions and environmental impact

 Assessment

- Teacher’s observation on Ss’ performance

- Teacher’s feedback and peers’ feedback

1.3 Sample application 6 (Unit 6: Gender equality)

 Aims:

- To develop students’ speaking and collaborative skills

- To raise students’ awareness of gender equality in participation in combating climate crisis

 Content: suggested activity: Discussion

Work in groups Discuss the questions: Are men and women equal to participating

in environmental protection? Give examples

 Expected outcomes:

- Students can express their opinions about gender equality in environmental protection

 Organisation

Teacher’s and students’ activities Content

Activity 4: (10 mins) Work in groups Watch

the video and discuss the questions: Is there

gender equality in environmental protection?

Why is empowering girls and women one of

the best solutions to climate change?

Link: https://youtu.be/vXlJEcrinwg

- Teacher introduces the task

- Teacher divides the class into groups of 6 or

8

- Lead-in: You have read the text about gender inequality in marriage, education and job Now discuss with your friends if there is gender equality

in environmental protection

 Suggested answers:

- Teacher plays the video, then asks students

to discuss the question

- Teacher suggests some clues to help

students focus on (roles of girls and women

in the family and society)

- Students discuss the question in groups for

5 minutes

- Teacher calls the representative of each

group to make reports about the discussion

- Teacher calls peer correction

- Teacher listens and gives feedback if

necessary

* These following pictures illustrate

students’ activities and products

+ There is gender inequality in environmental protection Weak rights

to own land and reduced access to energy, water and sanitation facilities for women have a negative impact on human health, the environment and sustainable development

+ Gender equality in education, economy helps reduce climate change because women have chances to get access to scientific and technological achievements This helps them choose and decide their life related to the number of children, jobs They also play the key role in reducing greenhouse emissions at home