FORM 2 ENGLISH LESSON PLAN TS25

WEEK/LESSON NO. 3 LESSON 1 (Non-Textbook Based) FORM 2B

DATE /
SUBJECT English 6.4.2022 Wednesday
DAY
UNIT 1 TIME 1130-1230
TOPIC Environmental Sustainability Duration 1 hour
THEME Health and Environment
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Brainstorming Vocabulary related to recycling
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
2.1 Communicate information, ideas, opinions and feelings 2.3 Use appropriate communication strategies
intelligibly on familiar topics
LEARNING STANDARD(S)
Main: Complementary:
2.1.2 Ask for and respond appropriately to simple suggestions 2.3.1 Keep interaction going in short exchanges by checking
understanding of what a speaker is saying
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Talk about recycling.
 Discuss at least three reasons why recycling is good.
Image related to recycling
https://treadingmyownpath.com/
FORMATIVE ASSESSMENT TECHNIQUE(S Strategic Questioning MATERIAL(S)
2015/06/24/im-green-but-i-dont-like-
recycling/
ACTIVITIES
 Welcome pupils, introduce yourself, and explain that you would like pupils to introduce themselves to each other, and
that later they will start a topic focus which will continue for the following 4 lessons.
 First, ask pupils to introduce themselves in English to classmates sitting near them.
PRE-LESSON
 Now ask pupils to stand in a line in alphabetical order of their first names.
 In pairs, pupils remember as many names as they can (e.g. He’s Ravi, She’s Zila).
 Finish by eliciting the names of everyone in the line.
1)
 Explain that the focus of the lesson will now turn to speaking about a topic, and that they need to guess the topic 7.
Show the image of recycling and elicit the topic (recycling).
 Elicit the meaning of ‘recycling’: be ready to explain the meaning yourself if necessary.
 Divide pupils into groups of 3 or 4 and ask them to brainstorm 5 things or more which can be recycled.
 Write this statement on the board: ‘Recycling is a nice idea, but I don’t do it because it‘s not really my problem.’
LESSON  Divide pupils into groups of 3 or 4 and ask them to suggest 3 reasons or more why recycling is a good idea. You may
DEVELOPMENT need to help pupils with vocabulary as you monitor.
2)
 Write suggestions on the board. Again, you may need to help pupils with vocabulary.
(Possible answers relate to environmental and human benefits, and include:
it keeps the environment clean and attractive to live in
it saves many of the earth’s resources (e.g. rainforests)
it saves energy needed to make new products: (this reduces greenhouse gases and also saves resources).
 Cover or erase the board and ask pupils to remember and share key reasons for recycling.
POST-LESSON
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.
 FORM 2 ENGLISH LESSON PLAN TS25
WEEK/LESSON NO. 3 LESSON 2 (Non-Textbook Based) FORM 2B
SUBJECT English DATE / DAY 7.4.2022 Thursday
UNIT 1 TIME 1230-1330
TOPIC Environmental Sustainability Duration 1 hour
THEME Health and Environment
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Brainstorming Vocabulary related to recycling: waste,
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: leftovers, landfill
Modals of suggestion: You can …, You
could…
CONTENT STANDARD(S)
Main: Complementary:
1.1 Understand meaning in a variety of familiar contexts 2.1 Communicate information, ideas, opinions and feelings
intelligibly on familiar topics
LEARNING STANDARD(S)
Main: Complementary:
1.1.1 Understand independently the main ideas in simple longer 2.1.2 Ask for and respond appropriately to simple suggestions
texts on a range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Listen to the audio script and answer two questions based on the audio script.
 Make at least three suggestions why it is a good idea to recycle leftover food.
Recording: How much food do you
waste?
The recording and a transcript are
downloadable from
http://www.bbc.co.uk/learningenglish/
Hand Signals (Thumbs
FORMATIVE ASSESSMENT TECHNIQUE(S MATERIAL(S) english/features/6-minute-english/ep-
Up/Down) 170511
Download both before the lesson.
Device to play the downloaded recording.
If none is available, you could read the
transcript out.
ACTIVITIES
 Introduce the title of the listening text and pre-teach ‘waste’ and explain the learning focus of the lesson.
PRE-LESSON
 Set the pre-listening task from the text and ask pupils to predict the answer.
1)
 Play the recording. Ask pupils to check their answer in pairs.
 Check the answer with the whole class.
 Set pupils 2 new listening tasks:
i) Who is the main cause of food waste? a) supermarkets b) restaurants c) people in homes
ii).What happens to wasted food?
 Ask pupils to listen again, and then to check their answers in pairs.
 Check the answer with the whole class.
2)
LESSON  Vocabulary work: write on the board the 6 vocabulary items the transcript focuses on, give an explanation, and ask
DEVELOPMENT them to tell you the word.
 Ask pupils to repeat stage 9 in small groups.
 Divide pupils into pairs or groups of 3. Tell them to make 3 suggestions or more on why it is a good idea to recycle
leftover food (e.g. it saves money, it’s better for the environment etc)
 Elicit their answers as a whole class.
 Lesson focus now moves on to pupils’ own ideas and experiences with wasted food.
 Give pupils an example of how you could recycle leftover food (e.g. You can/could freeze leftover rice and use it later
for another meal, feed it to chickens).
 Divide pupils into different groups of 3 or 4.
 Ask pupils to make 3 or more suggestions on how to recycle leftover food.
POST-LESSON  Share answers with the whole class. Write suggestions on the board.
By amount of teacher’s support:
DIFFERENTIATIO
Low-proficiency pupils ~ 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.
 FORM 2 ENGLISH LESSON PLAN TS25
WEEK/LESSON NO. 3 LESSON 3 (Non-Textbook Based) FORM 2B
SUBJECT English DATE / DAY 8.4.2022 Friday
UNIT 1 TIME 1030-1100
TOPIC Environmental Sustainability Duration 30 min
THEME Health and Environment
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Brainstorming LANGUAGE/GRAMMAR FOCUS: Present Simple Passive
TECHNIQUE(S)
CONTENT STANDARD(S)
Main: Complementary:
3.1 Understand a variety of texts by using a range of appropriate 2.1 Communicate information, ideas, opinions and feelings
reading strategies to construct meaning intelligibly on familiar topics
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
Hand Signals (Thumbs from these two articles)
FORMATIVE ASSESSMENT TECHNIQUE(S MATERIAL(S)
Up/Down) https://thestemway.com/2018/04/how-is-
paper-recycled
https://www.recycling-guide.org.uk/
science-glass.html
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:
DIFFERENTIATIO
Low-proficiency pupils: ~ 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.