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then use the video above to see and listen to the same teaching topic in text below.
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My YouTube Channel: Click: :( Mr. / Girgis H. H).
The need for environmental education:
Themes such as global warming, deforestation, and
water pollution are regularly featured in the news,
thereby raising our awareness of the troubled state
of Mother Earth. When educational institutions
—from elementary schools to university-based
English foundation programs recognize the value
of environmental education,language teachers
will be in a unique position to promote
environmental awareness while teaching English.
Role of The teacher:
English language teaching professionals have
seen how English contributes to their students’
education, economic status, and competitiveness.
We have also seen firsthand how globalization has
made nations more interconnected and interdependent..
Levels of Environmental education:
(1) environmental awareness—that is, general
familiarity with environmental issues.
(2) personal conduct knowledge, which translates
awareness into action to preserve the environment.
(3) environmental literacy, which enables students
to learn underlying principles and gain skills
for carrying out their own hands-on project.
The Resources :
Many language textbooks now include chapters
on environmental topics. Furthermore, teachers
can use the Internet, where available, to find
environment-related resources that can be adapted to
meet their students’ content- and language-learning
needs.
Classroom Activities:
Activity No. 1 involves a classroom scavenger
hunt, during which students practice reading
and speaking while learning about a variety
of environmental topics.
Activity No. 2 highlights a group paragraph-
writing task that recycles green content introduced
through reading and/or listening activities.
•Activity No. 3 revolves around a song that
reinforces the importance of the three “Rs”:
Reduce- Reuse-Recycle.
Discrete skills instruction:
Brown suggests integrating simple facts about
the environment into exercises that focus on:
1-Imperatives (e.g., Don’t waste water).
2-Verb tenses (e.g., Polluted rivers are making people
sick)
3- Wh– questions (e.g., What happens to our trash?).
4-Environmental texts can be downloaded from
websites.
Instruction through project work:
Environmental awareness can be raised and
language skills improved when students engage
in process- and product-oriented projects that
oblige skill integration and connections between what
students are learning in the classroom and their
lives outside of it (Jacobs 1993). Environmental
topics can come to life through reading and writing
projects that involve:
(1) researching topics of interest and writing
academic papers;
(2) writing and illustrating children’s books or c
omic strips;
(3) creating posters, brochures, or bulletin
board displays.
(4) writing stories or opinion pieces for the
school newspaper.
Promoting personal responsibility:
Teachers can organize field trips to local recycling
centers, if they exist, to learn how important
recycling is, how the process works, and what
items can and cannot be recycled.
Conclusion:
Language teachers have many opportunities to
heighten students’ awareness about the
environmental problems plaguing the planet
while remaining committed to improving students’
English skills.
In addition to supporting meaningful language
instruction, such theme-based instruction encourages
students to think critically, provides them with real
world knowledge, increases motivation, and
promotes learner autonomy.
Feedback:
Environmental education is greatly needed in
active learning. The teacher should bring the
learner's environment to the classroom so as to
bring life to the theoretical text which students learn.
Learners must listen, see, touch, hear, deal with
and apply what they learn.
I call for teaching learners to learn how to implement
the process of learning inside and outside classroom.
Ex: It is lovely if the learner went home and
communicated with or greeted his parents, made
suggestions and offers to them in English.
Environment can be brought to the classroom as
real things or realia to be used as teaching aids.
The teacher can take his learners to the real scene
of the lesson in life. This is called teaching through
using environment directly.
1-English Literature
Teaching Forum 2008, Volume
46, Number 2
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