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Green Is In

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Green Is In

  1. 1. Green Is In Environmental Topics in ESL Classes Staci Hauschild, Elena Poltavtchenko, Dianna Sanchez, & Fredricka Stoller Northern Arizona University
  2. 2. Goals 1. Provide ideas for integrating language and content, with an emphasis on the three Rs: Reduce, Reuse, Recycle. 2. Engage participants in hands-on activities that are adaptable for a range of L2 classrooms. 3. Give participants practice in adapting materials and/or devising activities with adapted materials. 4. Introduce participants to easily available instructional materials with a “green” emphasis.
  3. 3. Scavenger Hunt  Divide questions among yourselves fairly evenly (e.g., for groups of three, 1-8, 9-16, 17-23).  Individually, look for your subset of answers to questions. Write answers down.  In groups, share most interesting findings.
  4. 4. Scavenger Hunt  Discuss language- and content-learning benefits of scavenger hunts.  Report major benefits to whole group.
  5. 5. Working with Content Sources  Individually skim the passage and underline the vocabulary items that students need to know in order to understand it.  Choose one underlined word.  Select one or more strategies for teaching this vocabulary item.  Compare answers in your group.  Be prepared to report to the whole group.
  6. 6.  Imagine that the text is great in terms of content, yet its language is either too easy or too challenging for your students.  How would you adapt the passage – to simplify it or to make it more challenging – so that it would be more suitable for your students?  Work together as a group to come up with adaptation ideas. Working with Content Sources
  7. 7. Teaching Green Content with a Questionnaire  Complete the questionnaire on page 4.  Use the answer key on page 12 to compare and discuss your answers with your group.  Discuss any answers that were surprising.  Would you ever use a questionnaire like this with your students? What would the benefits be?
  8. 8. Development of a Writing Activity  Find three ways to reduce waste from the Waste Management passage.  Develop a writing activity for your pre- determined ESL class using: – Your list of three ways to reduce solid waste. – Information from the questionnaire.  Present your writing activity ideas to workshop participants.
  9. 9. Problem-Solution Activity  Look over your set of statements. – How could you use these statements to encourage language use and exploration of the content with your students?  Be prepared to share your ideas with the whole group.
  10. 10. Exploration of EPA Materials  Review materials as a group. Consider questions such as these: – What is included in the packet? – What looks particularly interesting? – What is usable as is? What needs adaptation? – How might you use these materials to promote language and content learning? – What materials included in the packet might other groups be interested in?  Share some outstanding features of your packets with the whole group.
  11. 11. More “Green” Resources  Resource list.  Lyrics for 3R’s song by Jack Johnson.  Hemp bags donated by Simple Shoes of Decker’s Outdoor Corporation.  Three EPA posters.
  12. 12. Reflections on the Workshop  Take this opportunity to share: – A “green” resource or “green” activity that you have used successfully. – An idea that you are taking from this workshop that you plan to adapt for your classroom.
  13. 13. Thank you!