EcoLingua — Teacher Toolkit for A2 Level Learners

EcoLingua · Erasmus+ KA220-SCH · A2 Level

Teacher Toolkit for
A2 Level Learners

Digitally Enhanced Pedagogy for Integrating Environmental Issues into Language Teaching

CEFR Level

Activities

11 Complete Plans

Partner Countries

Turkey · Spain · Italy · Lithuania

Project No.

2024-1-TR01-KA220-SCH-000245616

Duration

40–60 min per activity

About This Toolkit

This A2-level teacher toolkit is part of the EcoLingua Curriculum, an Erasmus+ KA220-SCH project coordinated by Balıkesir University's Necatibey Faculty of Education, ELT Programme. The toolkit brings together eleven complete activity plans developed by partner institutions across Turkey, Spain, Italy, and Lithuania, all targeting CEFR A2 learners. Each plan integrates environmental sustainability content with communicative English language teaching through task-based, project-based, and gamified methodologies.

At the A2 level, learners can understand sentences and frequently used expressions related to areas of immediate relevance, communicate in simple routine tasks requiring a direct exchange of information, and describe aspects of their background, immediate environment, and matters of immediate need in simple terms. The activities in this toolkit are carefully calibrated to these competences while systematically expanding learners' ability to discuss, debate, and act on environmental topics in English.

Partner Institutions

Balıkesir University (BAUN)

🇹🇷 Turkey — Coordinator

Gaziantep University (GAUN)

🇹🇷 Turkey

ROAIHL School

🇹🇷 Turkey

University of Burgos

🇪🇸 Spain

University of Rome Tor Vergata

🇮🇹 Italy

Vilnius University

🇱🇹 Lithuania

🌿 A2 vs. A1: Key Differences Compared to the A1 toolkit, activities at A2 level introduce comparative structures ("The bike is better than the car"), modal verbs for suggestions and rules ("We should recycle / You can't put batteries in the plastic bin"), frequency adverbs in extended contexts, and higher-order thinking tasks such as pros-and-cons analysis, slogan creation, and product research. Authentic texts and videos become primary input sources rather than supplementary enrichment.

Getting Started

How to Use This Toolkit

This toolkit is designed as a practical reference for ELT teachers working with A2-level learners. It is not a coursebook and does not need to be used sequentially. Select activities that match your current thematic unit, learners' interests, or the SDG you wish to address.

Toolkit Structure

Section 1 — Activities at a GlanceA complete overview table listing all 11 activities with their partner, eco-theme, SDG link, target skills, duration, and linguistic focus.

Section 2 — Methodological FrameworkAn explanation of eight pedagogical approaches used across the activities: CLIL, TBL, CLT, PBL, IBL, Gamification, GreenComp, and Scaffolding.

Section 3 — Lesson Sequence PlannerA generic six-stage procedure applicable to all activities, with teacher tips for each stage.

Section 4 — Thematic Activity SummariesAll 11 activities as expandable summaries, grouped by environmental theme. Each includes vocabulary, sentence frames, and implementation notes.

Section 5 — Differentiation & InclusionLearner profiles and concrete scaffolding strategies for four ability levels, with dyslexia guidance from the Spain activity.

Sections 6–9 — Assessment, Vocabulary, Games, Best PracticesReady-to-use assessment tools, A2 vocabulary banks for each eco-theme, a games bank with 12 games, and nine cross-partner best practices.

🏷 Project CitationEcoLingua Curriculum: Digitally Enhanced Pedagogy for Integrating Environmental Issues into Language Teaching (ECOLINGUA). Erasmus+ KA220-SCH, Project No. 2024-1-TR01-KA220-SCH-000245616. Coordinated by Balıkesir University, Necatibey Faculty of Education, ELT Programme, Türkiye. Co-funded by the European Union.

Section 1

Activities at a Glance

All eleven A2-level activities are listed below. Activities are organised by partner country and linked to their primary UN Sustainable Development Goal. The linguistic focus column highlights the key grammar and vocabulary target for each activity.

#	Title	Partner	Eco Theme	SDG	Skills	Time	Linguistic Focus
1	Save Water, Save the Future	🇹🇷 BAUN	Water Conservation	SDG 6	L · S · W	50 min	Frequency adverbs · Imperatives · Simple Present
2	Eco-Transport Choices	🇹🇷 BAUN	Sustainable Mobility	SDG 11	S · L · W · R	50 min	Comparatives · Transport vocabulary · Frequency
3	Protect the Animals, Protect the Planet	🇹🇷 GAUN	Biodiversity	SDG 15	R · S · W · L	50 min	Animal vocab · Present Simple · "because"
4	Green Shopping Choices	🇹🇷 GAUN	Sustainable Consumption	SDG 12	S · L · W · R	50 min	"prefer / would like" · Comparatives · Shopping vocab
5	Our Eco-Friendly School	🇹🇷 ROAIHL	School Sustainability	SDG 4 & 13	S · W · R · L	50 min	"should" for suggestions · School & eco vocabulary
6	A Day in My Eco-Life	🇹🇷 ROAIHL	Eco-Habits & Routines	SDG 13	S · W · L	50 min	Simple Present · Frequency adverbs · Eco-action chunks
7	Zero Waste	🇪🇸 Burgos	Waste Reduction	SDG 12	R · L · S · W	60 min	Zero-waste vocabulary · Phrasal verbs · Opinion language
8	Let's Act to Protect the Environment!	🇮🇹 Tor Vergata	Climate Action	SDG 13	S · W · R · L	60 min	Eco-action verbs · "should / think" · Short texts
9	Deforestation & Climate Change: From Awareness to Action	🇮🇹 Tor Vergata	Forests & Climate	SDG 13 & 15	L · S · R · W	60 min+	Deforestation vocab · Imperatives · Modals for solutions
10	Round the Corner	🇱🇹 Vilnius	Sustainable Shopping	SDG 12	S · L · R · W	3 lessons	Comparatives · Present Simple · Linking words
11	Sorting for a Greener Future	🇱🇹 Vilnius	Recycling & Waste	SDG 12	S · L · R · W	55 min	Modal verbs: can/can't · have to/don't have to

💡 How to Choose an ActivityFor grammar focus: Activities 2 (comparatives), 5 ("should"), 11 (modals). For reading/critical thinking: Activities 7 and 9. For project-based extended work: Activities 8, 9, 10.

Section 2

Methodological Framework

The eleven activities are underpinned by a coherent set of pedagogical approaches. These are not competing alternatives — they are complementary layers that operate simultaneously within a single well-designed lesson. The A2 toolkit introduces two frameworks not prominent in the A1 edition: GreenComp and the use of authentic digital materials.

Theoretical Foundations

CLIL

Content & Language Integrated Learning

Coyle, Hood & Marsh, 2010

Environmental content is taught through English, giving language learning a meaningful purpose. At A2, CLIL unlocks richer content (deforestation, waste sorting, sustainable transport) that drill exercises cannot provide.

Usage: Central to all 11 activities — the primary pedagogical framework of EcoLingua.

TBL

Task-Based Language Teaching

Ellis, 2003

Students complete real-world communicative tasks — surveys, simulations, pledge posters, product research. At A2, tasks require negotiating meaning, comparing options, and justifying choices.

Usage: All 11 activities. Central to Activities 1, 2, 6, and 11.

CLT

Communicative Language Teaching

Littlewood, 2004

Focus is on meaningful communication. Students use language for genuine purposes — shopping, debating transport, arguing for animal protection. CLT at A2 enables extended functional exchanges.

Usage: Activities 2, 3, 4, 7, 8, 9.

PBL

Project-Based Learning

Thomas, 2000

Students collaborate on a project with a tangible outcome: a pledge poster, an eco-school design, a digital presentation, a school magazine article. Projects extend learning beyond the lesson.

Usage: Activities 1, 3, 4, 5, 8, 9, 10.

IBL

Inquiry-Based Learning

Dewey, 1938

Students investigate a question through guided discovery. Activity 10 is a fully inquiry-based, multi-session project in which students research everyday shopping items using a Product Anatomy checklist and AI tools.

Usage: Activities 2, 7, 9, 10.

🎮

Game-Based Learning / Gamification

Dörnyei, 2001

Games (Kahoot!, board games, Bingo, Charades, Mentimeter, peer voting) reduce anxiety, increase engagement, and reinforce vocabulary. At A2, gamification includes digital tools that were not available in the A1 toolkit.

Usage: Activities 2, 3, 4, 5, 6, 8, 9, 11.

ZPD

Scaffolding / Zone of Proximal Development

Vygotsky, 1978

Sentence starters, comparative frames, word banks, and visual role-play cards help A2 learners operate at a higher linguistic level than they could independently. Scaffolding is withdrawn as competence grows.

Usage: Embedded in all 11 activities through frames, flashcards, and teacher modelling.

GreenComp Sustainability Competences

European Commission, 2022

The European Sustainability Competence Framework identifies knowledge, skills, and attitudes for sustainability. Activities 8 and 9 explicitly align with GreenComp's "Envisioning sustainable futures" and "Acting for sustainability" domains.

Usage: Activities 8, 9, 10. SDG alignment throughout all activities.

The Role of Authentic Materials at A2

A defining feature of the A2 toolkit is the use of authentic or near-authentic materials as primary lesson input. The Burgos activity uses an adapted newspaper article about a real zero-waste restaurant and an authentic YouTube video. The Italian activities use real documentaries and digital tools. Although linguistically demanding, authentic materials dramatically increase motivation and signal that the issues discussed are real-world, not fabricated.

Section 3

Lesson Sequence Planner

The generic sequence below is derived from the common structural logic shared by all eleven A2 activities. Teachers may use this as a planning scaffold, substituting specific content and vocabulary. Total duration: 50–60 minutes for standard activities; Activity 10 extends across three sessions.

Stage

Time

Teacher Actions

Student Actions

Method / Approach

Pedagogical Tip

Warm-up / Lead-in

5 min

Use realia, a visual contrast (eco vs. non-eco), or a short video clip to activate prior knowledge. Ask one open question related to the eco-theme.

Identify objects, express simple opinions, answer with short phrases. Surface prior knowledge of the environmental topic.

Brainstorming, Visual prompts, Inquiry

At A2, the warm-up can activate environmental knowledge from science class. A CLIL hook connects ELT to other subjects.

Pre-Task / Input

10 min

Introduce or review target vocabulary, grammar structures, and key sentence frames. Use flashcards, short video, or authentic text as input.

Repeat, match words to pictures, practise comparative or modal structures in pairs. Engage with multimodal input.

CLIL, Scaffolding, Dual Coding (Paivio, 1991)

A2 learners can handle short authentic videos. Pause at key moments and check comprehension with yes/no or true/false questions.

Main Task — Part 1

10–15 min

Set up the communicative task (survey, role-play, sorting). Model language with sentence frames. Circulate and monitor production.

Practise in pairs or groups using the sentence frame or dialogue model. Attempt independent production.

TBL, CLT, Role-play, Simulation

Collect useful samples of student language for the feedback stage. Note interesting correct forms — not just errors.

Main Task — Part 2

10–15 min

Extend the task: introduce a game, poster creation, digital tool (Padlet, Canva), or group project. Increase learner autonomy.

Apply language in a more open context. Produce a tangible output: a poster, a digital slide, a written pledge, or a mini-presentation.

PBL, Gamification, Cooperative learning

Allow stronger students to use additional comparative or modal structures. Weaker students continue using the scaffold frame.

Post-Task / Reflection

5–10 min

Ask a reflection question ("Which eco-action is easy/hard for you?"). Invite 3–5 responses. Write key sentences on the board.

Share one eco-action or sentence with the class. Connect language to personal behaviour and community action.

Guided reflection, Class sharing

The reflection stage should never be shortened — it is the most cognitively valuable part of the lesson.

Wrap-up & Homework

5 min

Summarise key vocabulary and structures. Assign a writing, drawing, or research task for home. Preview next lesson theme.

Note homework task; repeat target vocabulary. Connect lesson to home environment and family practices.

PBL, Family engagement

A2 homework should extend beyond drawing: short diary entries, 5-sentence comparisons, or an internet research task are all accessible.

⏱ Timing NoteFor 45-minute classes, condense the Warm-up and Wrap-up to 3 minutes each. For longer periods, extend Part 2 using a game from the Games Bank (Section 8). The Reflection stage should never be shortened — it is where language learning converts into environmental behaviour change.

Section 4

Thematic Activity Summaries

All eleven activities are summarised below, organised by environmental theme. Click any activity title to expand its full summary. Each entry provides key vocabulary, sentence frames, environmental message, methodological notes, and implementation guidance.

Water Conservation

Key Vocabulary

brush teeth, wash hands, take a shower, turn off the tap, use a cup, save water, always, usually, sometimes, never

SDG Link

SDG 6: Clean Water and Sanitation

Language Objectives

Describe daily routines using frequency adverbs; write eco-routine sentences in Simple Present; produce a collaborative pledge text.

Methods

TPR (Asher, 1977), TBL (Ellis, 2003), CLT (Littlewood, 2004), Lexical Approach (Lewis, 1993), Sustainability Ed. (Tilbury, 1995).

Core Sentence Frames

"I always turn off the tap." / "I never waste water." / "We should save water." / "It is easy/hard to ___."

Implementation Notes

Open with a mime of brushing teeth with the tap running — the eco vs. non-eco contrast is immediately visible. The Water-Saving Pledge poster makes environmental commitment visible and public; display it in the classroom. The Water Relay game provides an energetic closure activity. Frequency adverbs should be introduced as a mini-strip students can keep on their desks throughout the unit.

Games

Water Relay; Eco-Sort (flashcard sorting)

Homework

Write a short diary entry describing your eco-routine using frequency adverbs.

Sustainable Transport & Mobility

Key Vocabulary

car, bus, bike, train, airplane, walk / on foot; better, cheaper, cleaner, faster, safer; usually, sometimes

SDG Link

SDG 11: Sustainable Cities and Communities

Language Objectives

Ask and answer questions about transport habits; make comparisons using comparative adjectives; express preferences in a class survey.

Methods

CLIL, TBL, CLT, Inquiry-Based (Dewey, 1938), Sustainability Ed. (Sterling, 2001).

Core Sentence Frames

"I usually go by bus." / "The bike is better than the car." / "Walking is the best for the environment." / "Going by bike is cheaper and cleaner than going by car."

Implementation Notes

The class survey gives students genuine communicative purpose (asking real classmates real questions). The Eco-Transport Board Game provides productive practice of comparatives in a low-stakes context. Display the completed survey results as a chart: "How We Travel to School" and use it as the starting point for the one-week challenge.

Games

Eco-Transport Board Game; Find Someone Who…

Homework

Write 5 sentences comparing transport modes in your town or city.

Biodiversity & Wildlife Protection

Key Vocabulary

turtle, dolphin, bear, bird, fish, frog; plastic, fire, pollution, hunting, deforestation

SDG Link

SDG 15: Life on Land

Language Objectives

Describe animals and habitats; explain environmental threats using "because" for cause-effect reasoning; write and share an awareness poster or mini-story.

Methods

CLIL, TBL, Storytelling (Wright, 1995), CLT, Sustainability Ed. (Palmer, 1998).

Core Sentence Frames

"The turtle lives in the sea." / "Plastic is dangerous for turtles because they eat it." / "We must protect dolphins." / "This animal is endangered because of ___."

Implementation Notes

The animal sound game warm-up generates genuine excitement and sets a positive affective tone. The awareness poster or mini-story (Part 2) should be given at least 10 minutes. Display posters on school walls to extend the environmental message beyond the classroom.

Games

Animal Sound Game; Eco-Animal Match; Animal Charades

Homework

Write 5 sentences about your favourite animal and how to protect it.

Key Vocabulary

apple, bread, rice, milk; buy, prefer, plastic bag, cloth bag, local food, imported food; better, cheaper, healthier

SDG Link

SDG 12: Responsible Consumption and Production

Language Objectives

Practise shopping dialogues; express preferences using "prefer / would like"; make comparisons with comparative adjectives.

Methods

Role-Play (Bygate, 1987), CLT, PBL (Thomas, 2000), CLIL, Sustainability Ed. (UNESCO, 2017).

Core Sentence Frames

"I would like an apple, please." / "I prefer the cloth bag because it is better for the planet." / "Local food is better than imported food because it does not travel far."

Implementation Notes

Realia (actual shopping bags, bottles, packaging) are highly effective. The Green Supermarket Simulation should be set up deliberately with clear buyer and seller roles. Encourage sellers to justify eco-choices rather than just transacting. Eco-Shopping Bingo is a fast vocabulary consolidator.

Games

Eco-Shopping Bingo; Shopping Race

Homework

Write 5 sentences about eco-friendly items you buy (or want to start buying).

School Environment & Daily Eco-Routines

Key Vocabulary

classroom, library, cafeteria, playground; recycling bin, solar panel, reusable bottle, plant trees, energy-saving

SDG Link

SDG 4 (Quality Education) & SDG 13 (Climate Action)

Core Sentence Frames

"We should plant trees in the playground." / "Our school has recycling bins." / "Let's use reusable bottles to help the planet."

Implementation Notes

The eco vs. non-eco school image contrast generates immediate discussion. The Green Idea Box (ongoing follow-up) converts classroom language practice into real school-level environmental action. Display posters in corridors to extend the lesson's environmental reach.

Games

Eco-School Quiz (yes/no questions); Green Treasure Hunt

Homework

Write 5 sentences about how you can help your school become more eco-friendly.

Key Vocabulary

wake up, brush teeth, eat breakfast, go to school; turn off the tap, turn off the light, recycle, use a cloth bag, save water, walk or cycle

SDG Link

SDG 13: Climate Action

Core Sentence Frames

"I always recycle paper." / "I sometimes walk to school." / "I never use plastic bags." / "In the morning, I turn off the tap when I brush my teeth."

Implementation Notes

The illustrated timeline (Part 2) is both visually accessible and linguistically productive. Encourage time markers ("In the morning…", "At noon…", "In the evening…"). Display timelines on the classroom wall and refer to them weekly. The Green Habits Chart tracks actual eco-actions across the class for one week.

Games

Eco-Charades; Green Bingo

Homework

Write 5 sentences about eco-actions you do every day.

Waste Reduction & Zero Waste

Key Vocabulary

zero waste, food waste, leftovers, agriculture, bin, reduce, reuse, recycle, sustainable kitchen

SDG Link

SDG 12: Responsible Consumption and Production

Language Objectives

Understand main and specific information from an adapted text and video; learn zero-waste vocabulary including phrasal verbs; express opinions and make suggestions.

Methods

Communicative Approach, CLIL, Authentic Materials, Inquiry-Based Learning. Collaboration with science teachers recommended.

Core Sentence Frames

"I think we should ___." / "One way to reduce food waste is to ___." / "This restaurant is special because it ___."

Implementation Notes

Pre-teaching vocabulary through the "key words" matching exercise significantly reduces cognitive load during the text. Encourage students to read aloud in small chunks. The speaking exercise ("5 ideas for a sustainable kitchen") is the most generative part; allow adequate time. Collaboration with science teachers to pre-teach the environmental topic in L1 is strongly recommended.

Digital Resources

YouTube: CGTN America — restaurant Baldío (zero waste). Text: OneStopEnglish — "The restaurant with no bin."

Homework

Write a list of actions to reduce food waste at home.

Climate Action & Deforestation

Key Vocabulary

reuse, recycle, save, protect, eco-action, sustainability, climate, reduce, habit, carbon footprint

SDG Link

SDG 13: Climate Action. GreenComp (EU Commission, 2022).

Core Sentence Frames

"We should ___." / "I think ___ is important because ___." / "We can help the planet by ___." / "This week, I will ___."

Implementation Notes

The Eco-Log template creates personal accountability — every student records their own eco-actions. The Gallery Walk should be a genuine exhibition: groups display Padlet contributions, peers vote using Kahoot!. Differentiation is built-in: weaker students post single-sentence contributions; stronger students write extended reflections.

Digital Resources

YouTube: "10 Ways to Take Care of the Environment"; Padlet; Kahoot!; Canva / Google Slides; Eco-Log template.

Homework

Write 3–5 sentences about an eco-action you did at home and its impact.

Key Vocabulary

deforestation, forest, carbon dioxide, habitat, endangered, climate change, sustainable, awareness, slogan, solution

SDG Link

SDG 13: Climate Action & SDG 15: Life on Land

Core Sentence Frames

"We must protect our forests." / "Deforestation causes ___ because ___." / "One solution is to ___." / "Save the trees — save our future!"

Implementation Notes

The Mentimeter word cloud warm-up activates prior knowledge and surfaces misconceptions simultaneously. Pause the YouTube video at two or three key moments — do not play the whole video without interaction. The peer voting stage (selecting the most creative slogan) introduces collaborative assessment and evaluative language at A2.

Digital Resources

Mentimeter; Padlet; YouTube: "Deforestation | Causes, Effects & Solutions | Video for Kids."

Homework

Write a short article for the school magazine about deforestation, its effects, and possible solutions.

Sustainable Shopping & Recycling (Lithuania)

Key Vocabulary

local, imported, packaging, single-use plastic, conflict-free, recyclable, reusable, community, responsible consumer

Duration

Three-lesson structure (approx. 45 min each) + homework

Product Anatomy Checklist — Key Questions

Is it made by a local farmer/business? Does it contain single-use plastic? Can it be reused/recycled/repurposed? Has it been tested on animals? Is the business known for positive community contributions?

Implementation Notes

This is the most analytically demanding activity in the A2 toolkit. AI tools (Canva for visual design, online research assistants) are deliberately integrated as scaffolding — innovative and worth replicating for older A2 learners. Students nominate the most environmentally responsible shop or street, generating genuine debate using comparative language.

Assessment Focus

Fluency in a rehearsed presentation; ability to name, describe, give opinion, reason; accurately interpreted evidence; sufficient use of digital resources.

Key Vocabulary

recycle, rubbish, bin, plastic bottle, glass jar, pizza box, batteries, newspaper, tin can, compost

SDG Link

SDG 12: Responsible Consumption and Production

Core Sentence Frames

"You can recycle bottles." / "You can't recycle pizza boxes." / "You have to clean jars before recycling." / "You don't have to remove the label." / "You can recycle cans because they are made of metal."

Implementation Notes

The rubbish bag with real items is the most powerful single pedagogical tool in this activity — it immediately contextualises modal verbs and generates curiosity. Place the Class Recycling Rules poster near actual bins in the classroom or corridor for ongoing environmental impact. The peer voting stage introduces collaborative assessment.

Digital Resources

British Council "Clean and Green" game; Ecokids "Separate Waste" game; Quizlet recycling flashcards.

Homework

Photograph 3 items about to be thrown away; write a recycling rule for each using can/can't and have to/don't have to.

Section 5

Differentiation & Inclusion

At A2 level, the spread of learner ability within a single class is often significant. Effective differentiation means designing tasks with adjustable entry points so all learners can access the same environmental content and communicative tasks at an appropriate level of linguistic challenge.

Differentiation by Activity Type

Role-Play Activities (Acts 2, 4)Weaker learners use picture-based role-play cards with sentence starters printed on the card. Stronger learners conduct the role-play without cards and must add a reason: "I prefer the cloth bag because it does not pollute the sea."

Poster Creation Activities (Acts 1, 3, 5, 8)Weaker learners receive a template with blank spaces to fill. Stronger learners design the poster layout from scratch and write all text independently.

Reading Activities (Act 7)Dyslexic or struggling readers work line-by-line with teacher support; fast-finishers begin drafting their written homework or access supplementary ESL Lounge exercises.

Research Activities (Act 10)Weaker learners answer 3–4 checklist questions about their product; stronger learners complete the full checklist, use AI tools to summarise findings, and create a Canva visual slide.

Section 6

Assessment Tools

Assessment in EcoLingua A2 activities is both formative and summative. The primary purpose is to provide feedback that improves learning. Most activities include embedded informal assessment tools: teacher observation checklists, peer feedback during gallery walks, self-assessment against eco-action lists, and Kahoot! quizzes. Activity 7 (Spain) provides the most detailed formal rubrics.

Language Assessment Tools

✍️

Teacher Observation Checklist — Language Use

Uses target comparatives correctly (better, cheaper, cleaner)

Produces frequency adverbs in correct position (I always / never)

Uses "should" + infinitive for eco-suggestions

Uses modal verbs can/can't + have to/don't have to for recycling rules

Applies "prefer / would like" correctly in shopping dialogues

Uses "because" correctly for cause-effect reasoning

Produces full sentences (not single words only)

🌿

Self-Assessment — Eco-Actions

I always turn off the tap when I brush my teeth

I sort my rubbish into recycling bins

I prefer cloth bags over plastic bags

I sometimes walk or cycle instead of travelling by car

I turn off lights when I leave a room

I know what I can and cannot put in the recycling bin

Activity-Specific Rubric (Activity 7 — Zero Waste)

The University of Burgos activity provides the most detailed assessment framework in the toolkit, with a four-level rubric (Excellent / Good / Fair / Needs Support) covering reading, speaking, and writing.

Criterion	Excellent (2.5 pts)	Good (2 pts)	Fair (1.5 pts)	Needs Support (1 pt)
Reading Comprehension	Clear, complete understanding of main ideas and key details	Good understanding; may have missed 1–2 specific details	Basic understanding of main ideas; struggles with details	Significant difficulty; answers not clearly linked to text
Speaking — Vocabulary	Accurately uses key lesson vocabulary (reduce, reuse, recycle, food waste)	Uses some relevant vocabulary; meaning still clear despite a few errors	Very basic vocabulary; errors are frequent	Vocabulary limited to single words or memorised phrases
Speaking — Grammar	Uses simple structures correctly; complete Subject-Verb-Object sentences	Simple structures with minor errors that do not obscure meaning	Significant grammatical errors; difficult to understand	Unable to form a complete sentence
Writing — Content	All sentences on-topic, clearly related to waste reduction; complete response	Most sentences on-topic; one may be vague	Content very basic; prompt not fully addressed	Off-topic, incomprehensible, or single copied words

Peer Evaluation Cards

👥

Peer Feedback — Poster (Acts 1, 3, 5)

The poster clearly shows an eco-friendly message

The sentences are clear and easy to read

The vocabulary is correct and relevant

The drawings/images support the message

One thing I would add or change: ___________

🎤

Peer Feedback — Presentation (Acts 8, 9, 10)

The speaker spoke clearly and at a good pace

I understood the main eco-message

The group used interesting vocabulary

The slogan / proposal was creative and memorable

One word that describes this presentation: ___________

Section 7

Vocabulary Banks

The vocabulary banks below group key A2 lexis by environmental theme. Each bank includes the core words needed for the relevant activities, followed by target sentence frames. Hover over any word tile to preview usage. Structures are recommended for display on the classroom board during the relevant activity.

Water Conservation (Activity 1)

turn off the tap

save water

brush teeth

wash hands

take a shower

use a cup

always

usually

sometimes

never

"I always turn off the tap." · "I never waste water." · "We should save water because it is precious."

Transport & Mobility (Activity 2)

car

bus

bike

train

walk / on foot

better

cheaper

cleaner

faster

safer

"I usually go by bus." · "The bike is better than the car." · "Walking is the best for the environment."

Wildlife & Biodiversity (Activity 3)

turtle

dolphin

bear

fish

frog

plastic

pollution

deforestation

hunting

endangered

"The turtle lives in the sea." · "Plastic is dangerous for turtles because they eat it." · "We must protect dolphins."

Shopping & Consumption (Activities 4 & 7)

plastic bag

cloth bag

local food

imported food

prefer

zero waste

food waste

leftovers

reduce

reuse

"I prefer the cloth bag because it does not pollute." · "Local food is better than imported food."

School & Eco-Routines (Activities 5 & 6)

recycling bin

solar panel

reusable bottle

plant trees

should

recycle

turn off the light

walk to school

save water

eco-action

"We should recycle paper." · "I always turn off the light." · "I sometimes walk to school."

Climate & Deforestation (Activities 8 & 9)

climate change

deforestation

carbon dioxide

habitat

awareness

protect

sustainable

solution

campaign

action

"We must protect our forests." · "Deforestation causes climate change because trees absorb CO₂." · "One solution is to plant trees."

Recycling Rules (Activity 11)

can recycle

can't recycle

have to clean

don't have to

remove label

plastic bottle

glass jar

pizza box

batteries

tin can

"You can recycle bottles." · "You can't recycle pizza boxes." · "You have to clean jars before recycling them."

Section 8

Games Bank

The games below are drawn directly from the eleven A2 activities and can be adapted across themes. Each is described in sufficient detail for implementation without having read the full activity plan. Games are organised by type: vocabulary and sorting, speaking and communication, and digital.

Vocabulary & Sorting Games

Eco-Sort

5 min

BAUN · Turkey · Activity 1

Prepare 10–12 flashcards depicting daily habits. Students sort them into two columns: "Good for water" vs. "Bad for water." Adaptable to any eco theme by changing the sorting categories (good/bad for the planet, recyclable/non-recyclable, eco-friendly/not eco-friendly).

VocabularyCritical Thinking

Class Recycling Sort

10 min

Vilnius University · Lithuania · Activity 11

Each group receives a bag of mixed item picture cards. Students sort items into colour-coded recycling categories (plastic, glass, paper, organic, non-recyclable), then write one modal verb rule for each: "You can recycle this bottle because…"

Modal VerbsWritingCooperative Learning

Eco-Animal Match

7 min

GAUN · Turkey · Activity 3

Two sets of cards: animals (images) and threats (plastic, fire, hunting, pollution). Students match animals with threats and must say one sentence: "___ is dangerous for ___ because ___." Produces the target cause-effect structure with vocabulary consolidation.

VocabularySpeaking"because" structure

Eco-Shopping Bingo

8 min

GAUN · Turkey · Activity 4

Bingo cards with 9 shopping items (mix of eco and non-eco). Teacher calls out items and asks "Is this eco-friendly?" Students tick only eco-friendly items. Winner must say one sentence about each ticked item: "I prefer ___ because it is better for the planet."

VocabularyListeningEco-Awareness

Speaking & Communication Games

Find Someone Who…

8 min

BAUN · Turkey · Activity 2

Students circulate and ask classmates questions about transport habits: "Do you go by bus?" / "Do you sometimes walk to school?" They must find one classmate who answers "yes" for each survey item. Generates genuine communicative exchange with question formation practice.

SpeakingQuestion formationSurvey skills

Eco-Transport Board Game

10 min

BAUN · Turkey · Activity 2

A board with transport squares (car, bike, bus, walk, train, airplane). Students roll a dice, land on a square, and make one comparative sentence: "The bike is cleaner than the car." Incorrect sentences result in moving back one square. Simple to adapt to other A2 comparison topics.

ComparativesSpeakingGamification

Water Relay

5 min

BAUN · Turkey · Activity 1

Students stand in a circle. A ball or object representing a "water drop" is passed around. Each student who receives it says one eco-action before passing on: "I always turn off the tap." Students who repeat a previous action are out. Fast-paced vocabulary recall game.

SpeakingVocabulary recallCooperative

Eco-Charades

7 min

ROAIHL · Turkey · Activity 6

Students draw an eco-action card (turn off the tap, recycle, cycle to school, plant a tree) and mime the action. Classmates guess using: "You always ___!" or "You are ___ing!" Can be played in teams for a competitive element. Effective with kinaesthetic learners.

SpeakingVocabularyKinesthetic

Animal Charades

7 min

GAUN · Turkey · Activity 3

Students mime an animal and its environmental threat (e.g., a turtle struggling with plastic). Classmates guess: "It's a turtle! Plastic is dangerous for turtles!" Produces the target "dangerous for" + "because" structures in a physically active, low-anxiety context.

SpeakingKinestheticCause-effect language

Green Bingo

8 min

ROAIHL · Turkey · Activity 6

Bingo cards contain 9 eco-actions (recycle, walk, turn off light, save water, etc.). Teacher calls actions verbally; students tick them. Winner must read all ticked actions in full sentences with a frequency adverb: "I sometimes recycle paper." Practices listening and frequency adverb use.

ListeningFrequency adverbsSpeaking

Digital & Creative Games

Kahoot! Eco-Quiz

5 min

Univ. Rome Tor Vergata · Italy · Activity 8

A 3-question Kahoot! quiz on eco-actions follows the gallery walk in Activity 8. Questions can be adapted to any activity: comparative questions ("Which transport is most eco-friendly?"), vocabulary questions, or true/false eco-fact checks. Free to create at kahoot.com.

DigitalFormative assessmentGamification

Mentimeter Word Cloud

5 min

Univ. Rome Tor Vergata · Italy · Activity 9

Launch a Mentimeter word cloud question before the lesson: "What do you know about deforestation / recycling / transport?" Students contribute words via their phones. The emerging word cloud is visible to everyone and becomes the starting point for discussion and vocabulary activation.

DigitalPrior knowledge activationVocabulary

Slogan Peer Vote

5 min

Univ. Rome Tor Vergata · Italy · Activity 9

After groups present their deforestation slogans, the class votes for the most creative/impactful campaign using hands, Mentimeter, or Kahoot!. Discussing WHY a slogan is effective generates higher-order thinking and introduces evaluative language: "This is better because it is clearer and more original."

SpeakingEvaluative languagePeer assessment

Eco-School Quiz

5 min

ROAIHL · Turkey · Activity 5

Teacher asks rapid yes/no questions: "Should we use plastic bottles?" / "Should our school have solar panels?" / "Can we recycle paper in our classroom?" Students answer with thumbs up/down and must add a reason for each. Quick-fire "should" practice in a game-like format.

Speaking"should" for suggestionsQuick-fire

Section 9

Cross-Partner Best Practices

Reading the eleven A2 activities as a coherent corpus reveals consistent pedagogical patterns that cut across national and institutional contexts. These observations, distilled below, represent the collective professional wisdom of the EcoLingua partnership at A2 level and offer guidance for teachers implementing activities outside their original design context.

Nine Key Observations

The Eco vs. Non-Eco Contrast as a Pedagogical Engine. Across all eleven activities, the most productive warm-up strategy is presenting a clear contrast between an eco-friendly and a non-eco option — two shopping bags, two schools, two transport modes, a tap running vs. tap turned off. This contrast requires comparative language, generates immediate discussion, and sets the environmental agenda without lengthy explanation.

Authentic Materials Dramatically Increase Motivation. Activities using authentic or adapted authentic materials (Activity 7's zero-waste restaurant article; Activities 8 and 9's YouTube videos) consistently produce higher engagement. Even an adapted authentic text signals that the environmental issues discussed in class are real. For A2 learners, use authentic videos with comprehension scaffolding rather than replacing authenticity with fabricated content.

Digital Tools Are Core Scaffolds, Not Optional Enrichment. Mentimeter, Padlet, Kahoot!, and Canva appear across the Italian and Lithuanian activities as genuine pedagogical tools that support vocabulary activation, collaborative idea-sharing, formative assessment, and visual production. Teachers who integrate these tools regularly find that A2 learners' willingness to produce language increases significantly in digital contexts.

Comparative Structures Require Sustained Practice. The comparatives introduced in Activity 2 (Eco-Transport Choices) should be revisited across the toolkit wherever comparison is possible — in Activities 3, 4, 5, and 7. The structure "___ is better than ___ because ___" is one of the most environmentally generative structures at A2 level: it simultaneously develops language accuracy and critical environmental thinking.

The Tangible Output Makes Learning Visible. Every activity produces a tangible output — a poster, a survey chart, a pledge, a timeline, a slogan, an article, a Padlet post. These outputs are not merely evidence of learning; they are vehicles for extending the environmental message into the school community. Display, publish, and share these outputs as a matter of course.

Multi-Session Activities Produce Deeper Learning. Activity 10 (Round the Corner) spans three lessons, allowing students to research, present, discuss, and reflect over time. The learning outcomes are qualitatively different from single-session activities. Even converting a standard one-hour activity into a 2-session structure — where Session 1 produces a draft output and Session 2 revises and presents it — significantly deepens both language learning and environmental engagement.

Peer Evaluation Develops Metacognitive Skills. Activities 7, 8, 9, and 11 include peer evaluation stages — voting for the clearest poster, selecting the most creative slogan, or giving structured feedback on a presentation. Design the peer evaluation task carefully: give students specific criteria to evaluate, not vague prompts. Specific feedback is more linguistically productive than general approval.

SDG Integration as Motivational Frame. Making the SDG connection visible — even briefly during the warm-up ("This lesson connects to SDG 12: Responsible Consumption") — places learners' everyday eco-actions within a global framework. For older A2 learners (14–16, as in the Lithuanian activities), this framing significantly increases motivation and perceived relevance.

The Reflection Stage Is Where Environmental Learning Happens. The post-task reflection stage is the most cognitively valuable part of every activity — yet it is the stage most likely to be shortened when time runs short. Environmental commitment and behavioural intention are formed in reflection, not in vocabulary drilling or grammar practice. Protecting this stage is non-negotiable.

Summary Checklist — A2 Best Practices

✓

Always use the eco vs. non-eco contrast as the warm-up stimulus.

✓

Use authentic or adapted authentic materials whenever possible — especially video.

✓

Integrate at least one digital tool (Kahoot!, Mentimeter, Padlet, Canva) per lesson.

✓

Revisit comparative structures ("___ is better than ___ because ___") across multiple activities.

✓

Plan a tangible output for every lesson — and display or publish it.

✓

Where possible, extend activities across two or three sessions for deeper learning.

✓

Design peer evaluation tasks with specific criteria, not vague feedback prompts.

✓

Link each activity to its SDG — even briefly — for motivational framing.

✓

Protect the reflection stage — it is where environmental learning becomes environmental action.

Academic References

References

The references below are listed in alphabetical order by first author. All sources are cited in the toolkit in the context of specific partner activities or theoretical sections.

Asher, J. J. (1977). Learning another language through actions: The complete teacher's guidebook. Sky Oaks Productions.

Bygate, M. (1987). Speaking. Oxford University Press.

CGTN America. (2024). Mexico City restaurant Baldío innovates with zero waste dishes [Video]. YouTube.

Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment — Companion volume with new descriptors. Council of Europe Publishing.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.

Dewey, J. (1938). Experience and education. Collier Books.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

EcoKids. (2023). Recycle and learn. https://ecokids.net/

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

European Commission / Joint Research Centre. (2022). GreenComp: The European sustainability competence framework. Publications Office of the European Union.

Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Language Teaching Publications.

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.

MIUR. (2012, updated 2020). Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo d'istruzione. Ministero dell'Istruzione.

MIUR. (2020). Linee guida per l'insegnamento dell'educazione civica. Ministero dell'Istruzione.

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.

Palmer, J. A. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge.

Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Green Books.

Taylore-Knowles, J. (n.d.). 'It really is possible to be zero waste': the restaurant with no bin. OneStopEnglish. Available at https://www.onestopenglish.com (available until 13th August 2026).

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.

Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus. Environmental Education Research, 1(2), 195–212.

UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.

United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wright, A. (1995). Storytelling with children. Oxford University Press.

EcoLingua Project

Erasmus+ KA220-SCH · 2024-1-TR01-KA220-SCH-000245616

Coordinated by Balıkesir University, Necatibey Faculty of Education, ELT Programme

Co-funded by the European Union