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Tree Planting Challenge A2

Tree Planting Challenge A2

  • Level: A2
  • Topic: Environment
  • Learning Outcome: Can talk about range of enviromental topics
  • Grammar: Future Tenses
Key Language:

Enviroment: planting trees, climate change, carbon footprint, global warming, recycle, deforestation, rubbish

Sarah is gathering people to help with her tree planting project, but not everyone wants to join. Rick says he has better things to do. Will Sarah let him rain on her parade?

Transcript

Tree Planting Challenge_Transcript
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Aim of Activity

10 minutes

To check students understanding upon watching the animated video. 

Steps for Students

Click the link: ACTIVITY 1

  1. Take turns in picking and answering questions. 
  2. Keep your answers simple. 
  3. If your answer is accepted, answer the question again – aloud and speaking in full sentences! 
  1. Let students watch the video at least twice 
  2. Click the link: ACTIVITY 1 
  3. Now, have your students solve the puzzles and answer the questions to unlock the breakout. There are 8 questions in total. The aim is to assess whether your students have comprehended the content presented in the animated video. 

 

TIP!

  • Consider adding a time limit to the breakout to increase the challenge. 
  • Encourage collaboration and teamwork among students by having them work together to solve the puzzles and answer the questions. 
  • Follow up with a debriefing session to discuss what students learned and how they worked together to solve the breakout. 
  • Works nicely if students are divided into 2 or 4 groups.  
  • Encourage students to provide an explanation for their choices to give them an opportunity to enhance their speaking skills. 
  • If your students are unsure of the answer, click on the blue arrow to return to the previous question and leave the lock in the locked position. You can revisit the unanswered question once the game has concluded and assist your students in finding the correct response. 

 

  • The app is set to accept various possible answers. 
  • For the complete list of accepted answers, please go to: LIST OF ANSWERS

Aim of Activity

10 minutes

To reinforce correct use of essential social English phrases used in the video. 

Steps for Students

  1. You will be playing this game in pairs or teams.  
  2. Find the best word to complete each phrase. The game consists of 10 questions.
  3. If your answer is accepted, you will be asked to provide a real-life example of how the phrase can be used.
  4. Open the link: ACTIVITY 2
  1. In case you skipped Tree Planting Challenge – Activity 1, make sure students have watched the animated video at least once before starting this activity. 
  2. Then go to: ACTIVITY 2  – It is recommended that students work in groups of two or five. There are a total of ten questions. 
  3. You may want to translate each phrase into the students’ native language and provide a brief example of a situation where each phrase is commonly used. 

Not available

Aim of Activity

10 minutes

Practise pronunciation with correct word stress.

Steps for Students

Click the link: ACTIVITY 3

During this activity, your team and the other teams will alternate turns and decide which part of each word is stressed. For instance, in the word “GIRAFFE” (gi-RAFFE), the stress falls on the second syllable, not the first one. Similarly, in the word “CALENDAR,” the stress is on the first syllable (CA-len–dar). 

  1. Click the link: ACTIVITY 3 – It is recommended that students work in groups of two, three or four for this activity.
    Quick Access:

    • click on PLAY
    • choose: Baamboozle
    • grid: 16
    • simple Quiz (or Classic for more fun)
  2. Please ensure that you are signed in and logged in for full access to all functions (note that the Quiz option may be unavailable if you are not logged in). 
  3. In the activity, students will select their own questions and then see a word, which they will be asked to pronounce.
  4. Click on Check and decide whether the answer was correct or not. The answer shows syllables which should be stressed in CAPITAL LETTERS. Click on Oops if a word was mispronounced. 

Answers provided in the app

Aim of Activity

15 - 25 minutes

Building stronger listening and speaking skills while summarizing important facts from a YouTube video. 

Steps for Students

Click the link: ACTIVITY 4

Your teacher will show you a presentation with 20 words that you will hear in a video later. Draw a 3×3 chart in your notebook or on a sheet of paper, and put one word in each of the nine boxes. You can choose the words randomly. 

After that, your teacher will play the VIDEO. When you hear a word or phrase that is in your chart, cross it out. The first person to cross out all nine words wins the game. 

If your teacher plays the video again, you might be given another task to do so follow your teacher’s instructions carefully. Then compare your ideas. 

Finally, spin the WHEEL and take turns explaining what was said about each item that the wheel selects. 

  1. Start with a bingo game. Click the link: ACTIVITY 4
  2.  To play this game with your students, follow these steps: 
    • Ask students to draw a 3×3 chart in their notebooks or on a sheet of paper, with each box large enough for one or two words. 
    • Show them the list of twenty words on Slide number 3. They should randomly choose nine of these words/phrases and write one in each box of their chart. 
  3. Then go to: VIDEO and play the video (without subtitles ideally). As students watch, they cross out any word/phrase they hear that matches a word/phrase in their bingo chart.
  4. The first student to cross out all nine boxes is the winner of the game. 
    (If you don’t have time for the bingo game, you can have students write down, for example, names of things that people in the video have on their heads when they first watch it. You can invent a different simple question for them to answer so they have a sense of purpose during the listening activity. Students can discuss their answers with their partners.)
  5. To continue the game, click the link:  WHEEL DECIDE and have students divided into pairs or teams.
  6. Let them spin the wheel displayed on your smartboard (more fun) or do it yourself by clicking on the wheel with your mouse. 
  7. Each word/phrase on the wheel was mentioned in the video, and students must explain why and what the video said about each item. You can assign points for each correct answer. 

Model answers: 

  • Earth Day – is an international event (when people all over the world think about how we can protect our planet) 
  • 22nd April – is when Earth Day takes place every year 
  • 1970 – is when the first Earth Day took place for the first time (in the United States) 
  • Gaylord Nelson – a US politician who decided that there should be a special day for people to think about how we can work together to take better care of our planet 
  • 20 million people – took part in the first Earth Day (in 1970) 
  • Deforestation – is one of the problems our planet faces. (Earth Day is a day for us to think about how we can stop problems like this.)
  • Demonstrations – is one way how people celebrate Earth Day 
  • Signs – people make them (and march with them in the streets) on Earth Day
  • Planting trees – is what some people do on Earth Day (and it’s a great activity to do with your family, friends or your school). 
  • Dust – is what trees remove from the air (and this improves our environment)
  • Oxygen – is what trees produce 
  • Small animals – trees provide a home for them (and also for birds and insects) 
  • Car Free day – is what some towns and cities have on Earth Day (and no cars are allowed to drive around the streets on this day) 
  • Public transport – is what people use on Car Free Days on Earth Day (in some towns and cities) 
  • Dangerous gases – is what cars produce 
  • Ozone layer – protects our planet from the Sun’s ultraviolet light 
  • Ultraviolet light – is what comes to us from the Sun (ozone layer protects us from ultraviolet light/rays/radiations) 
  • Recycled art – artists make it from recycled rubbish (and it’s becoming more and more popular) 
  • Recycled rubbish – is what artists use to make recycled art 
  • Litter – pollutes our planet and is dangerous for animals 

Aim of Activity

15 - 30 minutes

To develop digital and communication skills.

Steps for Students

  1. Watch a video to learn more about carbon footprint. 
  2. Get into small teams and discuss ways to reduce your carbon footprint. 
  3. Share your ideas on your padlet board: ACTIVITY 5
  4. Read your posts aloud and discuss your ideas with the class. 

OR: 

  1. Watch a video to learn more about carbon footprint. 
  2. Go and talk to at least four different people. Tell each one of them how you think you could minimise your carbon footprint and then listen to their own opinion on this subject. 
  3. Think about what you have learned and prepare your own padlet post explaining how people can minimize their carbon footprint.
  4. Read your posts aloud and discuss your ideas with the class.
  1. Go to: ACTIVITY 5
  2. Start by showing the video about carbon footprint available on the padlet to your students. Make sure they understand what it means.
  3. Have them discuss in pairs or small groups how they can reduce their carbon footprint. They should share their ideas by publishing them on the padlet itself. To keep things organized, ask students to add their post to the column assigned to your school/class. You can create more columns if necessary. 

 

TIP!

Optional Step 2: Teams can discuss padlet answers published by other teams (or even other classes/schools) or you can do this activity together. 

Optional Step 3: Have each student share their ideas with as many other students as possible, as this can improve fluency. Then, ask each student to summarize their thoughts in an individual padlet post. 

Not available

The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.

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