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.

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.