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SKILLS

EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible decision-making at school, online, at home and in the community, while considering ethical standards, safety concerns, social norms and mutual respect.
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations within familiar contexts, provided that speech is given clearly, slowly and directly.

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REAL-LIFE APPLICATION

This topic helps students explain a real problem and defend a simple solution in English. They learn how to speak for one full minute with a clear idea, instead of giving only short answers. This is useful when students need to propose improvements for their school, explain why an environmental issue matters, participate in group projects, present ideas clearly, and convince others to take action.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1: Eco-Problem Camera Roll (20 min)

The teacher shows a “camera roll” of school-based environmental problems. Each image appears for 20–30 seconds: plastic bottles after break, lights on in an empty classroom, water running, paper in the trash, food waste, dirty playground, and no recycling bin nearby.

Students stand up when they see a problem they have also noticed at school. The teacher asks:

“What is the problem?”
“Why does it matter?”
“Who is affected?”
“What could students do?”
“What solution would be easy to start?”

Students answer first with short ideas:
“Plastic is a problem.”
“Students waste paper.”
“We should recycle.”
“We could turn off lights.”

The teacher upgrades the responses:
“One problem at school is plastic waste.”
“We should use reusable bottles because they reduce trash.”
“This solution will help because students will throw away fewer bottles.”

Purpose: students see that argumentation begins with real observation.

CONSTRUCTION

Part 2: Vocabulary Activation: Eco-Word Action Props (15 min)

The teacher places objects or images around the room: bottle, paper, light switch, lunchbox, plant, trash bag, water tap, recycling bin, notebook, reusable bag. Students choose one object and say an action connected to it.

Model sentences:

“We should reduce plastic.”
“We could reuse old paper.”
“This action will protect the environment.”
“Our solution will improve the school.”

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Part 3: Language Input: The 60-Second Argument Engine (25 min)

The teacher explains:

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Part 4: Argument Engine Wall (20 min)

The teacher places five large signs on the wall:

1. Problem
2. Reason
3. Solution
4. Impact
5. Call to action

Students receive one school environmental challenge and physically move through the wall. At each sign, they say one sentence.

Challenges:

1. plastic waste
2. food waste
3. lights left on
4. water waste
5. paper waste
6. dirty playground
7. no recycling habit
8. too many snack packages
9. forgotten materials
10. plants not cared for

Example:

Problem: “One problem is paper waste.”
Reason: “This is important because students throw away many papers.”
Solution: “We should use both sides of the paper.”
Impact: “This will reduce trash.”
Call to action: “Let’s start today.”

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

Part 1 – Eco-Remote Control Speaking Drill (15 min)

The teacher uses a toy remote, paper remote, or projected remote-control image. Each button changes the speaker’s task.

Buttons:

A student begins with one environmental challenge. The teacher presses a “button,” and the student must immediately say that part of the proposal.

Example:

Teacher says: “Plastic waste.”

Button: Problem
Student: “One problem at school is plastic waste.”

Button: Solution
Student: “We should bring reusable bottles.”

Button: Impact
Student: “This will reduce trash.”

This helps students build flexibility before the final 60-second proposal.

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Part 2 – Solution Statue Challenge (15 min)

Groups create a frozen image with their bodies representing a solution. Other students guess the environmental challenge and say the proposal sentence.

Examples:

Group freezes as students turning off lights.
Class says: “They should turn off the lights after class.”

Group freezes as students holding reusable bottles.
Class says: “Students could bring reusable bottles to reduce plastic.”

Group freezes as students cleaning the playground.
Class says: “The class should organize a clean-up.”

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Part 3 – Exit Mini Story (10 min)

Each student gives a 20-second mini proposal using:

• one problem
• one solution
• one reason

Example:

“One problem is water waste. We should close the taps because water is important. This will help the school save water.”

SESSION 3: CONSOLIDATION (80 min)

Part 1 – Preparation: Eco TV Challenge Planning (15 min)

Students prepare a 60-second live eco-message. They do not write a full script. They prepare a simple visual plan with five icons:

1. problem
2. cause
3. solution
4. impact
5. call to action

Students can use one prop, one drawing, one object, one projected image, or one mini prototype.

Required language:

1. “One problem is…”
2. “This matters because…”
3. “We should…”
4. “We could…”
5. “This will help because…”
6. “Let’s…”

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Part 2 – Eco TV Challenge (50 min)

The classroom becomes a live environmental TV studio. Groups create a 60-second public service announcement about a school environmental challenge. This is not a poster presentation. Students must perform the message as a short live broadcast.

Roles:

1. presenter
2. problem reporter
3. solution demonstrator
4. timekeeper
5. audience motivator

Broadcast structure:

0–10 seconds: hook
10–20 seconds: school problem
20–35 seconds: solution
35–50 seconds: reason and impact
50–60 seconds: call to action

Example:

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Part 3 – Eco TV Awards Reflection (15 min)

Students vote for:

1. clearest problem
2. most realistic solution
3. best 60-second stamina
4. best use of voice and props
5. strongest call to action

Students explain their vote orally:

“I voted for this group because their solution was realistic.”
“Their proposal will reduce waste.”
“They used a strong call to action.”

RUBRIC: Argumentative Stamina

Exercise Bank – Extra Practice

The Exercise Bank can be used as an additional practice section after the main lesson activities. These exercises are useful for students who finish early, need extra reinforcement, or want more practice before the final task. The teacher may select specific exercises depending on the students’ needs, class time, or level of difficulty.

Argumentative Stamina EGB Exercise Bank

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NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.