WEEK/LESSON NO.
LESSON 3 (Non-Textbook Based) FORM
SUBJECT English DATE / DAY
UNIT TIME
TOPIC Environmental Sustainability Duration
THEME Health and Environment
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Present Simple Passive
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
2.1 strategies
3.1 Understand a variety of texts by using a range of appropriate reading Communicate information,
to construct ideas, opinions and feelings intelligibly on f
meaning
LEARNING STANDARD(S)
Main: Complementary:
3.1.3 Guess the meaning of unfamiliar words from clues 2.1.1 Ask about and explain key information from simple texts
provided by other known words and by context on a range of
familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
Read two articles on recycling and match the texts with the correct pictures.
Retell the process of how glass and paper is recycled.
Copies of worksheets and complete
versions of How paper is recycled and
How glass is recycled. (Can be created
from these two articles)
FORMATIVE ASSESSMENT [Link]
Choose an item. MATERIAL(S)
TECHNIQUE(S) paper-recycled
[Link]
[Link]
ACTIVITIES
Write the titles of the 2 reading texts - How paper is recycled and How glass is recycled with the words in the wrong
order on the board. Ask pupils to sequence the words in the 2 titles in the right order.
PRE-LESSON Explain that these titles will be the focus of the Reading lesson. Ask pupils to explain why the titles use the passive
(focus on what happens rather than who makes it happen) and how to form the present simple passive. Pupils can use
L1 here if need be, as the focus is on their understanding and learning rather than the accuracy of their English.
1)
Divide the class into 2 big groups. Give one half How paper is recycled worksheet and the other half How glass is
recycled worksheet.
Tell each half to match the text to the correct pictures, to check their answers in pairs or small groups, and to say each
time which aspect of the pictures, text, or both helped them to make their answer.
Quickly check answers with each group.
Elicit briefly from each half of the class which clues helped them with their answers.
Now write the titles of the 2 texts on the board and key nouns and base words for each step (e.g. How paper is
LESSON recycled step 1: Paper + take + put + recycling container).
DEVELOPMENT 2)
Ask pupils to work in pairs to use the prompts on the board to retell the process. They can use the complete text to
help, but should try to work mostly from the prompts, so that they are using their own understanding and language
rather than simply reading aloud.
When pupils are ready, ask them to form new groups of 4, with each group containing 2 pupils from the paper group
and 2 from the glass group.
Ask pupils to swap pictures, and to give each other a minute or two to think about the new pictures. When they are
ready, pupils give the pictures back.
Pupils now tell each other about their own process, using the prompts they practised.
Ask pupils in pairs and then as a whole class to say one new or interesting thing they learned about recycling.
POST-LESSON Hand out the completed texts on paper and glass recycling to the whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.