1‭ )‬ ‭This‬ ‭lesson‬ ‭emphasises‬ ‭discussion‬ ‭and‬ ‭interaction‬ ‭among‬ ‭students,‬ ‭prompting‬ ‭them‬ ‭to‬

‭share‬‭thoughts‬‭and‬‭opinions‬‭about‬‭the‬‭topic‬‭of‬‭a‬‭"green‬‭person"‬‭and‬‭environmental‬‭practices,‬
‭fostering‬ ‭active‬ ‭dialogue.‬ ‭The‬ ‭analysis‬ ‭of‬ ‭the‬ ‭video‬ ‭encourages‬ ‭critical‬ ‭thinking‬ ‭and‬
‭discussion‬ ‭as‬ ‭students‬ ‭reflect‬ ‭on‬ ‭the‬‭video's‬‭content.‬‭It‬‭promotes‬‭group‬‭sharing‬‭of‬‭opinions,‬
‭facilitating‬ ‭collaborative‬ ‭discourse‬ ‭and‬ ‭idea‬‭exchange.‬‭Additionally,‬‭the‬‭inclusion‬‭of‬‭a‬‭chart‬
‭with opinion-expressing phrases helps students articulate their thoughts effectively.‬

2‭ )‬ ‭In‬ ‭lesson‬ ‭1,‬ ‭discourse‬ ‭is‬ ‭mainly‬ ‭aimed‬ ‭at‬ ‭the‬ ‭exploration‬ ‭of‬ ‭environmental‬ ‭issues‬ ‭and‬
‭sustainability, as well as sharing personal opinions and ideas related to these topics.‬

3‭ )‬‭Grammar,‬‭in‬‭this‬‭case,‬‭serves‬‭as‬‭a‬‭tool‬‭for‬‭learners‬‭to‬‭express‬‭themselves‬‭more‬‭clearly‬‭and‬
‭effectively‬ ‭within‬ ‭the‬ ‭discourse‬ ‭context.‬ ‭For‬ ‭instance,‬ ‭the‬ ‭provided‬ ‭chart‬ ‭with‬ ‭phrases‬ ‭to‬
‭express‬ ‭opinions‬ ‭("In‬ ‭my‬ ‭opinion,"‬ ‭"I‬ ‭think,"‬ ‭etc.)‬ ‭can‬ ‭help‬ ‭learners‬ ‭structure‬ ‭their‬ ‭ideas‬
‭grammatically.‬

4‭ )‬ ‭The‬ ‭ecological‬ ‭approach‬ ‭to‬ ‭teaching‬ ‭emphasises‬ ‭the‬ ‭relationship‬ ‭or‬ ‭interaction‬ ‭between‬
‭language and the particular environment in which it is used. Ecology is:‬

‭ olistic:‬ ‭Rather‬ ‭than‬ ‭being‬ ‭about‬ ‭abstract‬ ‭and‬ ‭isolated‬ ‭rules,‬ ‭it‬ ‭is‬ ‭concerned‬ ‭with‬ ‭the‬
H
‭wholeness‬‭of‬‭complex‬‭systems.‬‭In‬‭communicative‬‭language,‬‭many‬‭skills‬‭are‬‭used‬‭at‬‭the‬‭same‬
‭time,‬‭so‬‭mastering‬‭one‬‭aspect‬‭of‬‭language‬‭does‬‭not‬‭mean‬‭that‬‭the‬‭learner‬‭will‬‭be‬‭able‬‭to‬‭use‬‭it‬
‭in context.‬

‭ ynamic‬ ‭and‬ ‭interactive:‬ ‭Each‬ ‭part‬ ‭is‬ ‭in‬ ‭continuous‬ ‭change‬ ‭and‬‭interacting‬‭in‬‭a‬‭way‬‭that‬
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‭has‬ ‭an‬ ‭impact‬ ‭on‬ ‭the‬ ‭environment.‬ ‭The‬ ‭interactions‬ ‭and‬ ‭responses‬ ‭(negotiating‬ ‭meaning,‬
‭agreeing or disagreeing, etc) help to keep on building said environment.‬

‭ ituated:‬‭Language‬‭is‬‭influenced‬‭by‬‭the‬‭immediate‬‭environment‬‭in‬‭which‬‭it‬‭occurs‬‭and‬‭gains‬
S
‭meaning‬‭only‬‭on‬‭it‬‭(physical‬‭setting,‬‭participants‬‭and‬‭their‬‭mutual‬‭perceptions,‬‭relationships,‬
‭intentions, other communicative means used simultaneously, etc.)‬

I‭ n‬ ‭this‬ ‭approach,‬ ‭grammar‬ ‭responds‬ ‭to‬ ‭these‬ ‭principles‬ ‭as‬ ‭it‬ ‭is‬ ‭a‬ ‭tool‬ ‭for‬ ‭effective‬
‭communication in context (rather than a set of fixed grammar rules)‬

‭ or‬‭instance,‬‭in‬‭lesson‬‭2,‬‭task‬‭4‬ ‭learners‬‭are‬‭actively‬‭engaged‬‭in‬‭a‬‭dynamic‬‭discussion‬‭where‬
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‭they‬ ‭share‬ ‭their‬ ‭ideas‬ ‭and‬ ‭collaborate‬ ‭with‬ ‭their‬ ‭peers.‬ ‭The‬ ‭task‬ ‭also‬ ‭encourages‬ ‭situated‬
‭learning,‬ ‭linking‬ ‭the‬ ‭content‬ ‭to‬ ‭students'‬ ‭real-life‬ ‭experiences‬ ‭by‬ ‭focusing‬ ‭on‬ ‭their‬ ‭homes.‬
‭This‬‭context‬‭makes‬‭the‬‭concepts‬‭more‬‭practical‬‭and‬‭relevant‬‭to‬‭their‬‭daily‬‭lives.‬‭Additionally,‬
‭the‬ ‭task‬ ‭provides‬ ‭learners‬ ‭with‬‭the‬‭language‬‭-‬‭usage:‬‭giving‬‭advice‬‭-‬‭they‬‭need‬‭as‬‭a‬‭tool‬‭for‬
‭conveying‬ ‭meaning‬ ‭-‬ ‭give‬ ‭society‬ ‭a‬ ‭piece‬ ‭of‬ ‭advice‬‭on‬‭how‬‭to‬‭reuse,‬‭reduce‬‭and‬‭recycle‬‭at‬
‭home - ensuring that language is integrated into the context rather than taught in isolation.‬

‭5)‬‭The acts:‬

‭●‬ S ‭ ‬‭tudents‬ ‭thinking‬‭about‬‭how‬‭to‬‭give‬‭society‬‭advice‬‭and‬‭what‬‭they‬‭can‬‭reuse,‬‭reduce,‬

‭and recycle at home.‬
‭●‬ ‭Students sharing their ideas with the rest of the class.‬
‭●‬ ‭Students collectively choosing the best options for each term (reuse, reduce, recycle).‬
‭The events:‬

‭‬ T
● ‭ he class itself‬
‭●‬ ‭The‬‭class‬‭discussion‬‭and‬‭decision‬‭making‬‭moments‬‭in‬‭which‬‭learners‬‭share‬‭their‬‭ideas‬
‭and decide on the best options for each term.‬

‭The links:‬

‭‬ T
● ‭ eacher - students when the teacher sets up the instructions.‬
‭●‬ ‭Student - student during the discussion and the decision making moment.‬

6‭ )‬ ‭Scaffolding,‬ ‭which‬ ‭is‬ ‭based‬ ‭on‬ ‭Vygotsky’s‬ ‭zone‬ ‭of‬ ‭proximal‬ ‭development,‬ ‭is‬‭a‬‭teaching‬
‭strategy‬ ‭that‬ ‭involves‬ ‭providing‬ ‭support‬ ‭and‬ ‭guidance‬ ‭to‬ ‭learners‬ ‭as‬ ‭they‬ ‭work‬ ‭on‬ ‭tasks‬‭or‬
‭concepts‬ ‭that‬ ‭are‬ ‭initially‬ ‭challenging‬ ‭for‬ ‭them.‬ ‭This‬ ‭way‬ ‭learners‬ ‭can‬ ‭reach‬ ‭beyond‬ ‭what‬
‭they‬‭are‬‭able‬‭to‬‭achieve‬‭unaided.‬‭Scaffolding‬‭is‬‭temporary‬‭so‬‭it‬‭is‬‭gradually‬‭removed‬‭until‬‭it‬
‭is‬‭no‬‭longer‬‭needed.‬‭Thus,‬‭it‬‭can‬‭be‬‭said‬‭that‬‭it‬‭aims‬‭to‬‭develop‬‭learner‬‭autonomy.‬‭Scaffolding‬
‭may‬‭take‬‭a‬‭number‬‭of‬‭different‬‭ways‬‭such‬‭as‬‭questioning,‬‭modeling,‬‭feedback,‬‭breaking‬‭tasks‬
‭into‬‭manageable‬‭steps,‬‭using‬‭realia‬‭or‬‭technology,‬‭and‬‭other‬‭techniques,‬‭all‬‭employed‬‭to‬‭help‬
‭learners move beyond their current abilities.‬

7‭ )‬ ‭Linguistic‬ ‭competence:‬ ‭The‬ ‭primary‬ ‭linguistic‬ ‭scaffold‬ ‭occurs‬ ‭through‬ ‭the‬

‭contextualisation‬‭of‬‭the‬‭language‬‭through‬‭the‬‭topic‬‭‘Environment’‬‭as‬‭well‬‭as‬‭through‬‭the‬‭use‬
‭of‬ ‭different‬ ‭resources‬ ‭such‬ ‭as‬ ‭the‬ ‭posters‬ ‭in‬ ‭lesson‬ ‭4,‬ ‭activity‬ ‭1.‬ ‭Additionally,‬ ‭in‬ ‭lesson‬ ‭4‬
‭activity‬‭2,‬‭learners‬‭are‬‭provided‬‭with‬‭prompts‬‭to‬‭construct‬‭meaningful‬‭sentences‬‭(Use,‬‭don’t‬
‭use, throw, turn off)‬

‭ rocess‬ ‭awareness‬ ‭(metacognitive‬ ‭skills):‬ ‭In‬ ‭lesson‬ ‭4‬ ‭activity‬ ‭4,‬ ‭learners‬‭are‬‭encouraged‬‭to‬
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‭reflect‬ ‭on‬ ‭their‬ ‭own‬ ‭learning‬ ‭journey.‬ ‭They‬‭assess‬‭their‬‭progress‬‭as‬‭well‬‭as‬‭they‬‭understand‬
‭their‬ ‭thought‬ ‭processes‬ ‭and‬ ‭aspects‬‭to‬‭improve.‬‭When‬‭considering‬‭“Something‬‭new‬‭they’ve‬
‭learnt”,‬ ‭learners‬ ‭become‬ ‭more‬ ‭aware‬ ‭of‬ ‭their‬ ‭achievements.‬‭Reflecting‬‭on‬‭“Something‬‭they‬
‭already‬‭knew”‬‭helps‬‭them‬‭to‬‭understand‬‭how‬‭their‬‭prior‬‭knowledge‬‭takes‬‭an‬‭important‬‭role‬‭in‬
‭their‬ ‭learning‬ ‭processes.‬ ‭Finally,‬ ‭by‬ ‭thinking‬ ‭about‬ ‭“something‬ ‭they’d‬ ‭like‬ ‭to‬ ‭know‬ ‭more‬
‭about”‬ ‭they‬ ‭are‬ ‭encouraged‬ ‭to‬‭recognise‬‭gaps‬‭in‬‭their‬‭knowledge‬‭and‬‭maybe‬‭do‬‭some‬‭more‬
‭research,‬‭either‬‭independently‬‭or‬‭collaboratively‬‭in‬‭class.‬‭Also,‬‭in‬‭lesson‬‭4‬‭activity‬‭1,‬‭learners‬
‭are‬ ‭asked‬ ‭to‬ ‭think‬ ‭about‬ ‭how‬‭and‬‭why‬‭the‬‭posters‬‭are‬‭effective‬‭and‬‭to‬‭justify‬‭their‬‭answers.‬
‭By‬ ‭doing‬ ‭so,‬ ‭learners‬ ‭are‬ ‭familiarised‬ ‭with‬ ‭processes‬ ‭involved‬ ‭in‬ ‭creating‬ ‭posters‬‭to‬‭create‬
‭their own in the final outcome.‬

I‭ ntercultural‬‭/‬‭global‬‭competence:‬‭Through‬‭lesson‬‭2‬‭and‬‭3,‬‭learners‬‭are‬‭encouraged‬‭to‬‭explore‬
‭how‬ ‭recycling‬ ‭practices‬ ‭vary‬ ‭across‬ ‭the‬ ‭world.‬ ‭Through‬ ‭comparative‬ ‭analysis,‬ ‭critical‬
‭thinking‬ ‭and‬ ‭problem-solving‬ ‭skills‬ ‭are‬ ‭fostered‬ ‭as‬ ‭learners‬ ‭assess‬ ‭the‬ ‭strengths‬ ‭and‬
‭weaknesses‬ ‭of‬ ‭different‬ ‭recycling‬ ‭systems‬ ‭by‬ ‭considering‬ ‭the‬ ‭influence‬ ‭of‬ ‭culture,‬
‭infrastructure, and environmental priorities on recycling of different countries and their own.‬