| LESSON OVERVIEW
The main objectives of this speaking lesson on climate activism are to:
- discuss climate change and activism from different perspectives;
- watch a video titled ‘Inside the radical climate protest movement’;
- review words for talking about activism.
With this lesson, students talk about climate change and activism. They read climate activists’ placards, discuss climate action and watch a video about climate activists. Students can do an optional activity and practise vocabulary for discussing activism (e.g. incite, advocate, mobilize, etc.). They also elaborate on news headlines, read about phenomena related to human behaviour and discuss their impact on climate activism.
C2 / Proficiency45 min
60 minSpeaking ClassUnlimited Plan
This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.
WARM-UP AND VIDEO
This speaking lesson on climate activism starts with a warm-up. Students say which term, climate change or climate crisis, they would be more likely to use and why. Then, they look at texts from climate activists’ placards (e.g. Don’t be a fossil fool.). Students choose two and say why they think they were used. Afterwards, they read a quote about the urgency of climate action. Students then discuss questions about their opinions and experiences with climate activism. At this point in the lesson, students can do an optional vocabulary activity. They read sets of opinions on climate activism and match statements with their follow-up. In each follow-up, students underline the full definition of words related to activism (e.g. vilify, escalate, radicalize, etc.).
DISCUSSION
In this part of this speaking lesson on climate activism, students watch a video about climate activists and choose a comment or two that resonate with them most. They explain why and can, alternatively, create their own comment. After that, students look at some actions taken by climate activists (e.g. vandalizing private jets, throwing soup on works of art, etc.) and discuss questions about perspectives and actions in climate activism. Next, they look at the headlines and complete points with their own ideas (e.g. Climate activism is/isn’t visible in my country… ). Students also add some details. Then, they read about some phenomena related to psychological biases and effects on human behaviour. Finally, students discuss how they might influence climate activism as a movement.
WORKSHEETS
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How about terrorism? Seems more appropriate
You make no effort to hide the far-left bias, it’s quite funny really
Hi there, Andrew! You really like to label us as ‘far-left’ or politcally-biased and leave such comments under many lessons but never really back it up with anything. In my opinion, in this lesson we neither promote nor condone (climate) activists and their actions. The point here is to give students a chance to express their opinions. We provide students with quotes, a video and other prompts, but never say what’s right or wrong.
We’re open to criticism and always appreciate meaningful feedback as this can help us improve what we do.
The lesson is so epic that even the teachers want to chime in. I was teaching the lesson about shopping malls and directions and I was surprised to learn that popcorn is also expensive in cinemas in another country… I thought it was only in Brazil. Stan, you guys Are awesome! Keep on keeping on!
Thanks Fabio! Happy to hear you and your students enjoy using our materials. And yes, I guess overexpensive popcorn in cinemas is a global thing 🙂 but that’s how they make money, so whenever I get it, I say to myself it’s okay because I’m supporting cinemas 😉