Unit 2: Love Your Environment
Theme: Environmental Awareness
Topic: Preserving Our Environment
Skill Focus: Listening
Sub-topic: Identifying Expressions Related to Domestic Waste Issues.
Learning Objective:
By the end of this lesson, you are able to correctly identify types of expressions that relate to issues of domestic waste.
Warm-up Activity
Hello, students! Let's look around our homes. Every day, we produce waste.
What kind of waste do you see most often in your house? (e.g., plastic bottles, food scraps)
Where does this waste go after it leaves your home?
Have you ever felt worried about the amount of waste we produce?
Today, we will listen to a conversation about this exact topic and learn how people express their feelings and ideas about it.
Core Activity: Listening Activity
Students will listen to a dialogue between two friends, Budi and Sarah, who are talking about a pile of trash in their neighborhood.
Dialogue Transcript (For the Teacher)
Budi: Sarah, have you seen the pile of trash near the river bridge lately? It's getting bigger every day. It's really worrying that no one seems to be cleaning it up.
Sarah: I know! What bothers me is the smell, especially in the afternoon. And it's mostly plastic waste from households.
Budi: Exactly. People just throw their garbage there. I think we should talk to the head of our neighborhood (Pak RT) about this. We can't just ignore it.
Sarah: That's a good idea. What if we also suggest creating a community composting pit for organic waste? That could reduce the amount of trash going to the pile.
Budi: Brilliant! So we separate organic and inorganic waste. The good thing is, I heard some teenagers from the next block have already started a 'bank sampah' or waste bank.
Sarah: Oh, really? That's great news! Hopefully, we can work together with them to make our environment cleaner.
Differentiation of Process and Content
To achieve the learning objective, students will be divided into three groups based on their readiness level. Each group will receive a different task after listening to the dialogue.
Group A (Requires Visual/Auditory Support)
Objective: To recognize key expressions with visual aid (highlighted transcript).
Process: Students are given the dialogue transcript where the key expressions are already in bold. Their task is to match the expressions with their functions.
Instructions for Students: "Read the dialogue transcript while you listen. The important expressions are already in bold. Your task is to match the bold expressions with their function in the table below."
Expression | Function |
|---|---|
1. It's really worrying that... | A. Proposing a solution |
2. What if we... | B. Expressing concern |
3. The good thing is... | C. Showing hope/optimism |
4. ... | ... |
Group B (At Grade Level)
Objective: To independently identify and categorize expressions from the dialogue.
Process: Students listen to the dialogue (with or without a blank transcript) and are asked to write down the expressions they find, then group them into the correct categories.
Instructions for Students: "Listen to the dialogue carefully. Identify the expressions used to express concern, propose a solution, and show hope. Write them down in the correct category in the table."
Expressing Concern | Proposing a Solution | Showing Hope/Optimism |
|---|---|---|
Group C (Needs More Challenge)
Objective: To analyze the function, nuance, and impact of the expressions used.
Process: Students listen to the dialogue, identify expressions, and answer higher-order thinking questions.
Instructions for Students: "Listen to the dialogue. After identifying the key expressions, answer the following questions:"
What is the difference in feeling between "It's really worrying that..." and "What bothers me is..."?
Besides "What if we...", what is another way Budi or Sarah could have proposed a solution?
How does the expression "The good thing is..." change the tone of the conversation?
Create a new short sentence to express hope about the environment.
The Teacher
Here is the identification and categorization of the expressions from the dialogue:
Category | Expressions Used |
|---|---|
Expressing Concern | • It's really worrying that... • What bothers me is... |
Proposing a Solution | • I think we should... • What if we... |
Showing Hope/Optimism | • The good thing is... • Hopefully, we can... |
Reflection and Follow-up (Closing)
Reflection (For all students): "After this lesson, what is one expression you can use when you see an environmental problem around you? What would you say?"
Follow-up (Suggestion): The teacher can continue the lesson to the speaking skill, where students are asked to create their own short dialogues using the expressions they have learned to discuss other environmental issues (e.g., air pollution, illegal logging).
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