Farming and the environment

The Climate action in language education series:

This lesson is part of our series of 'Climate action in language education' teaching materials. There are twelve lesson plans in the series, available for teachers of primary, secondary and adult learners of English. See the full list of lesson plans in this series.

Introduction

This lesson looks at how farming can damage the environment, but also how climate change can make farming difficult. Learners will be discussing farming and the environment from different perspectives, and some groups will present their ideas to the whole class.

The lesson plan and student materials have been designed to be used in either face-to-face classrooms or remote teaching contexts.

Learning outcomes

• Make an argument from a perspective they may not agree with
• Participate in a discussion where agreement needs to be reached
• Understand and use key vocabulary around environmental issues

Age and level

Adult learners at upper intermediate level (CEFR B2)

Time

90 minutes approximately. This can be done over two lessons.

Materials

The materials can be downloaded below in PDF and PPTX format.

• Lesson plan for remote teaching contexts
• Lesson plan for face-to-face classroom teaching
• Presentation
• Student worksheets
• Student roles – two per worksheet

Task 1: Lead-in (5 minutes)

• Share the learning outcomes, on either the board or the presentation, slide 2.
• Explain to learners that they are going to discuss farming and food, and in particular the impact of farming and food production on the environment. Tell them not to worry if they don't know very much about farming, because you'll share some ideas.

Task 2: Reading and discussion pair-work activity (10 minutes)

• Ask learners to work in pairs. Explain that they are going to answer some questions on a worksheet about the environmental impacts of farming and about how climate change damages the farming community.
• Give the learners a copy of the worksheet or use the presentation, slides 3 and 4. Ask them to read the brief text and then discuss and answer the two questions.

Task 3: Class discussion/feedback (5 minutes)

• At class level learners share their answers. Accept all answers, but ensure that the learners are aware of the answers below. These suggested answers are also on the presentation, slide 5.
• Q1. Animals produce methane, chemicals such as pesticides and fertilisers are dangerous for the environment, cutting down trees increases carbon in the atmosphere and farming can endanger the habitat of many animals.
• Q2. Climate change can influence rainfall patterns, so farms can have too much rain (floods) or not enough (drought), and higher temperatures can kill some plants and trees.

Task 4: Vocabulary activity 1 (10 minutes)

• Ask the learners to look back at the worksheet. Tell them to look at the vocabulary items and match them with the definitions. Explain that they will need them in the next activity. Go through the answers with them.
• Answers: 1G, 2H, 3B, 4A, 5F, 6D, 7I, 8C, 9E
• For this activity, you can also use the presentation, slides 6 and 7.

Task 5: Vocabulary activity 2 (10 minutes)

• Use the presentation, slide 8, or write the vocabulary on the board. Ask the learners to work in pairs and come up with a definition for each of these. Elicit the definitions from the learners before sharing the definitions. These are on the presentation, slide 9, or you can share them on the board.
• Answers:

1. human food chain – the connection between the plants and animals we eat
2. killed humanely – animals that are killed for food do not suffer as they die
3. methane – a gas found naturally under the earth or the seabed and also produced by animals
4. nitrous oxide – a chemical compound that is a large cause of global warming
5. organic – farms or foods that have no artificial chemicals used in them
6. pesticides – chemicals used to kill insects and other bugs on farms and to protect plants
7. species – a basic classification of an animal or plant type, such as a black bear

• If doing this over two lessons, this can be the end of lesson 1. Ask learners to review the new vocabulary for homework.

Task 6A: Group task preparation (5 minutes)

• Explain to the learners that they will be divided into groups of eight, with one person representing each of the roles below, plus a chairperson and a note-taker who do not have a role:

1. Traditional farmer
2. Organic farmer
3. Animal welfare worker
4. Environmental activist – eco-warrior
5. Public consumer
6. Supermarket.

• Give each learner one role that has a different position on farming, food production and the environment.
• There's a worksheet for each category, numbered as above. The roles are on the presentation, slides 10–17.
• Divide the learners into their groups with copies of the relevant worksheets or put copies on the wall for the learners to consult. Ask each group to appoint a chair and a note-taker, who do not have a category. Each group has two tasks, detailed below.

Task 6B: The meeting (15 minutes)

• The learners hold a meeting, organised by the chair and recorded by the note-taker. Each role can speak for a maximum of two minutes, explaining their position on farming, food and the environment.
• On the worksheet there are some ideas about what they can persuade other members of the group to do, but they can add their own ideas too.
• They must share the arguments for their role, even if they do not agree with them.
• The chair must keep control and ensure everybody speaks and check the timings, while the note-taker must be sure that all the key points are written down.

Task 6C: Agreement (15 minutes)

• Groups have 15 minutes to reach an agreement and prepare statements for the note-taker to present. The chair must ensure that they all agree as far as possible and that everyone has spoken.

Task 6D: Mini presentations (15 minutes)

• Depending on the class size, each group note-taker should present their agreed statements either to the whole class or to one other group. There should be an opportunity for questions from you and other learners.

Contributed by Christopher Graham

Edited by Suzanne Mordue