One issue often encountered when dealing with a global issue in the classroom is that often students have been swamped with certain topics and are fed up with talking about it. How many lessons are there on issues such as climate change, recycling, water and the carbon footprint? Another issue is that it is almost always a top-down approach, i.e. information in the Student Book (often in the form of a reading text) followed up by activities focusing on the vocabulary and grammar and culminating in a speaking activity, often a discussion. Such an approach often leads to . . .
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