Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

- Show pictures of items (water bottles, smartphones, paper stacks, shopping bags).

- Ask: Do you use these things a lot or a little? (brief pair discussion).

Presentation

-On the board, draw two columns: Countable / Uncountable nouns.

-Elicit examples from students and add your own.

-Teach/review quantity expressions: much, many, a few, a little, a lot of, not much, not many.

-Model pronunciation and sentence examples.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 1 P:8

Task Setup

-Give students the matching task: match words with corresponding photos.

-In a weaker class, encourage students to work in pairs for support.

Answer Checking

-Check answers together as a class.

-Ask volunteers to share their matches and explain their choices.

Pronunciation Drilling

-Identify any new or challenging words from the matched set.

-Model correct pronunciation clearly for the whole class.

-Drill pronunciation chorally (all together) and individually.

Differentiation:

- Allow students to work in pairs to encourage peer support during the matching activity.

Values of the program “Birtutas

tarbiye” – Law & Order:
Reinforce respectful turn-taking during pair work and discussion, showing how clear communication and cooperation keep activities orderly and fair.

Students match the words in the boxes with photos. Then listen and check your answers.

ANSWERS :

1 a can of fizzy drink

2 a bottle of shampoo

3 a roll of toilet paper

4 a box of washing powder

5 a packet of crisps

6 a bag of apples

7 a bar of chocolate

8 a jar of coffee

9 a tube of toothpaste

10 a carton of juice

Descriptor:

- match words to corresponding photos

- checks answers with the class and models correct pronunciation

Excellent (2)

- Accuracy of matching words to the correct photos.

Good (1)

- Observe students’ matches during pair work and class checking.

Student’s book

7 min

Ex: 2 P:8

Whole-Class Discussion

-Ask students to share their ideas about containers and contents.

-Write their examples on the board as they contribute.

Pair Work

-Organize students to work in pairs.

-Ask pairs to think of more examples of containers and what they might contain.

Sharing and Expanding

-After pairs have discussed, invite some pairs to share their new examples with the class.

-Encourage students to explain why a container is suitable for the content.

Differentiation:

- Allow students to prepare their ideas in pairs or small groups before sharing with the class.

Values of the program “Birtutas

tarbiye” – Diligence & Professional Competence: Thinking carefully about the most suitable container for an item mirrors problem-solving and attention to detail in real-life tasks.

Learners work in pairs. Think of more containers and contents.

ANSWERS:

Students of answer

Descriptor:

- work in pairs

- discuss about of more containers and contents.

Excellent (3)

- Quality of pair interaction, sharing ideas, and explaining reasons.

Good (2)

- Listen to pairs during discussion and observe interactions.

Worksheets

Stickers

8 min

Ex: 3 P:9

Introduce Key Phrases

-Read through the key phrases aloud with the class.

-Ensure students understand each phrase.

Guided Practice (Weaker Class)

-Do the first item together on the board as an example.

-Then let students work in pairs to complete the rest of the activity.

Class Participation (Stronger Class)

-Invite volunteers to write their answers (numbers) on the board.

-Encourage the rest of the class to listen carefully and correct any mistakes collaboratively.

Differentiation:

- Allow students to work in pairs to complete the rest of the activity, providing peer support.

Values of the program “Birtutas

tarbiye” – Independence & Patriotism: Encouraging students to produce their own examples helps them express themselves confidently, fostering independent thinking.

Learners study the key phrases and write the numbers. Listen and say the numbers.

ANSWERS

Descriptor:

- practice key phrases with numbers by listening

- repeat and complete a quiz activity

Excellent (2)

- Correctly matches numbers to key phrases during activity.

Good (1)

- Ability to pronounce key phrases and numbers clearly during repetition.

10 min

Ex: 4 P:9

Pair Comparison

-Ask students to compare their answers with their partner.

-If their answers differ, encourage them to explain their reasons without judging who is correct.

First Listening for Check

-Play the CD/audio once.

-Students listen carefully to see if their answers are confirmed or challenged.

Second Listening for Confirmation

-Play the recording a second time to allow students to check answers more confidently.

Class Discussion (Optional)

-After listening, invite pairs to share insights or tricky parts of the task without focusing on “right” or “wrong” answers.

Differentiation:

- Provide a table of quantity words with example sentences; allow more time for speaking tasks.

Values of the program “Birtutas

tarbiye” – Law & Order: Respectful turn-taking and non-judgmental discussion promote a disciplined, supportive learning environment.

Learners compare your answers to the quiz with a partner. Then listen and check.

ANSWERS

1 628; 1,700

2 4.8; 9.8

3 198; 656

4 4.5, 21; 1,201

5 10,354; 854

6 120,000; 8

7 24,000; 720,000

8 276; 4,239

9 74,802; 49,717; 38,320

Descriptor:

- compare answers with a partner and discussing their reasoning

- confirm or revise their answers through focused listening

Excellent (3)

- Accuracy in confirming or revising answers after listening.

Good (2)

- Monitor changes in answers after the first and second listening.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

REFLECTION. “3-3-1”

3 sentences to reflect on the lesson

3 adjectives to describe the lesson

1 word about the lesson

Saying goodbye

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

13 min

Ex: 5 P: 9

Introduction of Key Terms

-Explain the terms countable and uncountable clearly.

In a weaker class:

-Give simple examples aloud:

“Apples — can you count them?” (Yes)

“Water — can you count it?” (No)

-In a stronger class:

Ask students to give their own examples of countable and uncountable nouns.

Pair Work: Classification Task

-Organize students into pairs.

-Give them a list of blue phrases (nouns/phrases) from the sentences.

-Ask pairs to decide if each noun is countable or uncountable.

-Students complete a two-column table:

Left column: Countable nouns

Right column: Uncountable nouns

Class Review

-Check answers together as a class.

-Discuss any tricky examples or common mistakes.

Differentiation:

- Model the first example as a class and ask guided questions: Can you count it? Is there an “s” at the end?

Values of the program “Birtutas

tarbiye” – Diligence & Professional Competence: Careful sorting of words trains attention to detail and accuracy, key skills for academic and professional success.

Learners read the sentences. Complete the table with the words in blue.

ANSWERS :

1 uncountable

2 countable

3 countable

4 uncountable

5 uncountable

6 uncountable, countable, uncountable

7countable, uncountable

8countable, uncountable

Uncountable nouns:

2 much

3 a lot of

4 some

Countable nouns:

1 not many

5 not any

Descriptor:

- identify and classify nouns as countable or uncountable

- apply their understanding by analyzing sentences and organizing example phrases

Excellent (4)

- Correct placement of nouns in countable or uncountable columns.

Good (3)

- Observe student responses during examples and pair work.

Student’s book

10 min

Ex: 6 P: 9

Task Explanation

-Explain to students that they will choose the correct word to complete each sentence or question individually.

-Emphasize accuracy and understanding of meaning.

Individual Work

-Students work quietly on selecting the correct words.

-Monitor and support as needed.

Answer Checking

-Check answers together as a class.

-Clarify any misunderstandings or tricky vocabulary.

Differentiation:

- Pre-teach or review key vocabulary or grammar before starting the activity.

Values of the program “Birtutas

tarbiye” – Independence and Patriotism: Developing confidence to make individual choices without copying fosters self-reliance, which supports active and responsible citizenship.

Students choose the correct words

ANSWERS :

1 much

2 many

3 some

4 much

5 any

6 any

Descriptor:

- demonstrate their understanding of vocabulary or grammar by selecting the correct words

Excellent (3)

- Correct selection of words to complete sentences/questions.

Good (2)

- Monitor individual work; review answers during class check.

Worksheets

12 min

Ex: 7 P: 9

Task Introduction

-Read through the task instructions aloud with the class.

-Confirm students understand what they need to do.

Recap Key Phrases

-Review the phrases from exercise 5.

-Remind students to refer to the completed phrases in their notebooks for help.

Modeling the Activity

-Go through example questions together.

-Select one or two confident students to answer the first few questions aloud.

-Demonstrate a short Q&A to show the expected format and flow.

Pair Work

-Students work in pairs to ask and answer the questions.

-Circulate, monitor, and provide support as needed.

Class Reporting

-Ask several students to report back to the class what they learned about their partner.

-Encourage complete sentences and use of key phrases.

Differentiation:

- Model the first 1–2 questions with confident students before pair work begins.

Values of the program “Birtutas

tarbiye” – Diligence and professional competence: Careful use of key phrases shows precision and attention to detail, skills important for future professional success.

Learners work in pairs. Ask and answer with your own ideas. Use the phrases in the table in ex.5 and numbers.

ANSWERS:

1 Do you eat much pasta each week? How much?

2 Do you walk many kilometres every month? How many?

3 Are there many books in the school library? How many?

4 Do you use a lot of toothpaste each year? How much?

5 Do you drink much milk every week? How much?

6 Do you say many words

Descriptor:

- practice speaking and listening skills by asking and answering

- use target phrases from a previous exercise

Excellent (3)

- Students grasp what is required in asking and answering questions.

Good (2)

- Monitor during modeling and pair work.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Pictures

End

5 min

REFLECTION.

“3-3-1”

3 sentences to reflect on the lesson

3 adjectives to describe the lesson

1 word about the lesson

Saying goodbye

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

- Show a few pictures of different lifestyles (city life, countryside, digital nomad, off-grid living).

-Ask: "What do you think these people’s lives are like?" / "Which lifestyle is most different from yours?"

Purpose: Activate prior knowledge and interest in the topic.

Pre-reading

Vocabulary Preparation:

-Teach 6–8 key words from the text (e.g., self-sufficient, sustainable, nomadic, minimalism, renewable energy).

-Use pictures, synonyms, and short example sentences.

-Quick "guess the meaning" or "match the word to the picture" game.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Printed text about an alternative lifestyle (e.g., minimalism, van life, eco-village living), projector or board, vocabulary flashcards, worksheets.

Middle

8 min

Ex: 1 P: 10

Lead-in

-Ask students to look at the pictures and title of the text.

-Elicit quick ideas about what the text might be about (no right or wrong answers at this stage).

-Explain: "Guessing before reading helps you understand better."

True/False Prediction

-Give students the list of sentences.

-Ask them to decide individually which they think are true or false based on their prediction.

-Students compare their answers in pairs, explaining their reasons.

Skim Reading

-Tell students to read the text quickly to check their predictions.

-Emphasize: "Do not focus on the gaps or unknown words now. Just check your ideas."

-Remind them they are reading for general meaning, not details.

Differentiation:

- Provide sentence frames for pair discussion (e.g., I think this is true because…)

Values of the program “Birtutas

tarbiye” – Diligence and professional competence: Practising skimming and predicting builds efficiency in processing information—an important academic and workplace skill.

Learners look at the photos and the title of the text. Predict which of the sentences are true or false. Then read the text and check your answers.

ANSWERS :

1 True.

2 False.

3 True.

4 True.

5 False.

6 True.

Descriptor:

- Uses pictures and title to make a logical guess about the text’s topic.

- read the text for general understanding to confirm or revise their ideas.

Excellent (3)

- Prediction is accurate, relevant, and clearly linked to clues.

Good (2)

- Prediction is partly relevant or only loosely linked to clues.

Student’s book

7 min

Ex: 2 P: 10

Focus on the Task

-Draw students’ attention to the sentences/options provided.

-Explain: "These sentences complete the gaps in the text."

Careful Reading

-Instruct students to read each paragraph carefully.

When they reach a gap:

Pause and think about what information is missing.

-Read through all the given options.

-Choose the one that is correct and fits the meaning of the paragraph.

Individual Work

-Students complete the task on their own first.

-Remind them to use meaning and grammar clues to decide.

Pair Check

-Students compare answers in pairs, explaining why they chose each option.

Differentiation:

- Allow students to work in pairs after attempting one or two gaps individually.

Values of the program “Birtutas

tarbiye” – Diligence and professional competence: Students practise analytical reading skills, choosing answers that fit in context both logically and grammatically.

Learners complete the text with sentences. There is one sentence that you don’t need. Then listen and check your answer.

ANSWERS:

1 b

2 e

3 c

4 a

Descriptor:

- complete gaps in a text

- choose the most relevant and coherent fit.

Excellent (2)

- Fully understands and follows instructions accurately.

Good (1)

- Understands the task but occasionally misapplies it.

Worksheets

10 min

Ex: 3 P: 10

Introduction

-Read through the information and examples about compound nouns with the class.

-Check understanding by asking: "What is a compound noun? Can you give me one example?"

Text Search

-Tell students: "Read the text silently and look for compound nouns."

-When a student finds one, they should raise their hand.

-Write each correct example on the board as they say it.

Target Number

-Stop after four examples (or continue if you want more practice).

-Briefly discuss why each is a compound noun.

Extension for Stronger Classes

-Ask: "Can you think of any more compound nouns, not in the text?"

-Encourage students to create examples from everyday life, their school, or the topic of the lesson.

Differentiation:

- Read through the information and examples together, clarifying the meaning of “compound noun” with simple definitions and visuals if needed (e.g., toothbrush = tooth + brush).

Values of the program “Birtutas

tarbiye” – Independence & Patriotism: Creating original examples encourages independent thinking and expression, important for active and confident citizens.

Learners read the information and complete the examples. Then find four more compound nouns in the text.

ANSWERS :

1 shopping

2 bed

3 washes

More compound nouns in the text: toilet paper, dishwasher, light bulb, bathroom, shampoo bottles, toothpaste, second hand things, plastic bags, takeaway food, plastic cup, plastic pots, lifestyle

Descriptor:

- identify compound nouns in a text

- form new meanings and build awareness of word formation patterns.

Excellent (3)

- Clearly defines and provides a correct example.

Good (2)

- Gives partial definition or example with small error.

Pictures

Worksheet

10 min

Ex: 4 P: 10

Task Introduction

-Tell students: "We are going to practise some more compound nouns."

-Explain that they will complete sentences using the correct compound noun.

Demonstration

-For a weaker class, do the first sentence together on the board.

-Highlight how the two words combine to make one idea.

Individual Work

-Students complete the rest of the sentences individually.

-Remind them to check spelling and that the compound noun makes sense in context.

Differentiation:

- Allow students to complete the task individually with the option to ask for help, then compare answers in pairs for support.

Values of the program “Birtutas

tarbiye” – Law & Order: Raising hands and waiting their turn to share models respectful and orderly classroom behavior.

Learners complete the sentences with the words in the box.

ANSWERS :

1 strawberry

4 washing

2 Christmas

5 kitchen

3 shopping

6 chicken

Descriptor:

- reinforce their understanding of compound nouns by completing sentences

Excellent (2)

- Fully understands and applies instructions correctly.

Good (1)

- Understands partially but makes some task-related errors.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Pictures

End

5 min

Reflection

- Students write one sentence starting with "Today I learned that..."

- Quick class feedback: thumbs up/middle/down on how interesting they found the topic.

Saying goodbye

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

- Show 4 pictures: a famous person, a well-known place, a common object, and a situation that shows a reason (e.g., a rainy day = reason for using an umbrella).

- Ask:

Who is this?

Where is this?

What is this?

Why is this happening?

- Write students’ answers on the board.

Presentation

-Write these sentences on the board:

She’s the woman who lives next door.

That’s the place where I was born.

Do you know the reason why he’s late?

This is the book which/that I told you about.

Underline the relative pronouns and explain their use:

who → people

where → places

why → reasons

which/that → things

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Board, markers, projector or flashcards, worksheet with gap-fill & matching activities, pictures of famous people/places/objects.

Middle

7 min

Ex: 1 P: 11

Pair Work

-Tell students: "Work in pairs to complete the sentences and the rules."

-Remind them to look back at the text or examples if they’re unsure.

Class Check

-Check answers together as a class.

Invite pairs to share their answers aloud.

-Confirm correct responses and write them clearly on the board.

Board Completion

-If the examples/rules on the board are still gapped, ask students to complete them aloud.

-Elicit answers from different students so several voices are heard.

Quick Recap

-Read the completed rules together as a class.

-Highlight any important points or common mistakes.

Differentiation:

- Allow pairs to discuss and complete the remaining sentences and rules with teacher support if needed.

Values of the program “Birtutas

tarbiye” – Independence and Patriotism: Encouraging students to express their own ideas supports confidence and active participation in community learning.

Learners complete the sentences from the text. Then complete the rules with places, people, reasons and things

ANSWERS :

1 who

2 where

3 which

Rules

ANSWERS

1 people

2 places

3 things

Descriptor:

- develop their grammar awareness by completing example sentences

- promotes collaborative learning and inductive grammar thinking

Excellent (2)

- Fully understands and applies the task accurately.

Good (1)

- Mostly understands but makes occasional errors in approach.

Student’s book

8 min

Ex: 2 P: 11

Title Discussion

-Read the title of the text with the class.

-Weaker class: Translate the title into L1 and briefly explain. Discuss students’ opinions about buying locally in their L1 if needed for clarity.

-Stronger class: Elicit an explanation of the title in English. Ask: "Is buying locally something you think about when shopping?" Encourage short opinions.

Text Completion

-Students read the text and complete it with the correct relative pronouns (e.g., who, which, that, whose, where).

-Remind them to read the whole sentence for meaning before choosing.

Pair Check

-Students compare their answers with a partner.

-Encourage them to explain why they chose each pronoun.

Class Feedback

-Check answers together as a class.

-Clarify any tricky sentences by highlighting the grammatical clue that leads to the correct pronoun.

Differentiation:

- Read the title aloud and provide a translation in L1 if needed to ensure understanding.

Values of the program “Birtutas

tarbiye” – Law & Order: Respectful pair work and class feedback sessions promote a disciplined and cooperative learning environment.

Learners complete the text with who, why, where and which

ANSWERS :

1 which

2 where

3 which

4 where

5 which

6 who

Descriptor:

- develop reading comprehension and grammar skills by engaging with a text

- complete it using correct relative pronouns

Excellent (2)

- Consistently chooses correct pronouns without prompting.

Good (1)

- Chooses mostly correct pronouns but sometimes confuses usage.

Worksheets

10 min

Ex: 3 P: 11

Individual Writing

-Ask students to write their sentences individually based on the given prompt, rule, or example.

-Remind them to check spelling, grammar, and punctuation as they write.

Pair Comparison

-Students exchange their sentences with a partner.

-Encourage them to look for and correct any mistakes (grammar, vocabulary, or word order) in their partner’s work.

Class Sharing

-Invite a few students to read out one or two of their sentences to the class.

-As they read, note any errors on the board (without naming the student). -Correct the sentences together as a class.

Differentiation:

-Provide sentence starters or model examples to guide their writing.

Values of the program “Birtutas

tarbiye” – Independence and Patriotism: Individual writing builds confidence in expressing personal ideas, important for active citizenship and self-expression.

Students complete the sentences with your own ideas. Use who, where or which. Compare with a partner.

ANSWERS:

1 where …

2 which …

3 who …

4 which …

5 who …

6 which

Descriptor:

- develop their editing and speaking skills through peer comparison and error correction

- use who, where or which

Excellent (2)

- All or almost all sentences are correct with no major errors.

Good (1)

- Most sentences are correct, with occasional errors that don’t affect meaning.

Pictures

Worksheet

10 min

Ex: 4 P: 11

Task Introduction

-Read through the task instructions with the class.

-Ask two students to read out the example sentence aloud.

-Check understanding by asking: "How do we use this table? What information do we need?"

Modelling

-Ask a confident student to think of another sentence, or provide one yourself.

-Invite another student to guess the person, place, or thing.

-If the guess is wrong, encourage more students to try until someone gets it right.

Activity Stage

-Students continue the activity in pairs or small groups.

-Allow them time to write their sentences before playing, if needed.

-Walk around, helping with vocabulary or sentence structure.

Support for Weaker Classes

-Before guessing starts, check students’ sentences for accuracy.

-Correct errors so the activity runs smoothly without confusion.

Challenge for Stronger Classes

-Skip the long planning stage and encourage spontaneous sentence creation.

-Keep the pace quick to maintain energy.

Differentiation:

- Provide sentence frames (e.g., It’s a person who… / It’s a place where…) and monitor sentence accuracy during writing.

Values of the program “Birtutas

tarbiye” – Diligence and professional competence: Accuracy checks and thoughtful sentence building develop language skills and careful work habits.

Learners write six sentences with who, where, why and which.

ANSWERS:

Students own answer

Descriptor:

- use descriptive sentences to give clues about a person, place, or thing

- develops speaking, listening, and deductive reasoning skills

Excellent (2)

- Fully participates, both giving and guessing sentences.

Good (1)

- Participates in one stage more than the other.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Reflection

- Ask 2–3 students to share their favorite sentence from the speaking activity.

- Students write one example for each relative pronoun in their notebook.

Saying goodbye

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

- Show 3–4 pictures related to different environmental problems.

- Ask: "What problems can you see?" / "Which do you think is the most serious?"

- Elicit a few ideas and write them on the board.

Pre-listening

Prediction task: Show the title of the programme and a few key words from the audio.

Ask: "What do you think the programme will be about?"

Weaker class: Translate or explain difficult words in L1.

Stronger class: Ask students to explain the title in English and share quick ideas.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Audio or video clip (3–5 minutes) about an environmental issue (e.g., plastic pollution, deforestation, climate change)

Worksheet with before-, while-, and after-listening tasks

Pictures or keywords related to the topic

Board and markers

Middle

7 min

Ex: 1 P: 12

Dictionary Work

-Tell students: "Use your dictionaries to check the meaning of these words."

-Remind them to look for the meaning that best fits the text’s topic.

Word Choice in Text

-Students choose the correct words to fill the gaps in the text.

-Encourage them to use both meaning and grammar clues.

Listening Confirmation

-Play the complete text audio.

-Students follow along in their books, checking if their chosen words are correct.

-Pause briefly if needed to give them time to self-correct.

Self-Correction

-Encourage students to change any incorrect answers based on the listening.

-Emphasize: "It’s fine to make changes — that’s how we improve."

Differentiation:

- Allow students to work in pairs for support while choosing the correct words.

Values of the program “Birtutas

tarbiye” –Independence and Patriotism: Encouraging self-correction fosters self-reliance and a growth mindset—key traits of responsible citizens.

Learners check the meaning of the words in blue. Choose the correct words. Then listen and check

ANSWERS :

1 throw away

2 reuse

3 recycle

4 destroy

5 burn

6 poisons

7 bury

Descriptor:

- build vocabulary and reading comprehension skills by using dictionaries

- Choose the correct words

Excellent (2)

- Correctly confirms or changes answers after listening, with minimal errors.

Good (1)

- Makes some correct adjustments but misses other necessary changes.

Student’s book

10 min

Ex: 2 P: 12

Individual Preparation

-Tell students: "Read through all the questions by yourself first."

-Encourage them to think of possible answers in their head.

-For weaker classes, quickly check meaning of any tricky words.

Pair Work Q&A

-Students work in pairs, taking turns asking and answering the questions.

-Remind them to give full sentences and explain their answers where possible.

-Circulate to monitor, support vocabulary, and note common errors.

Class Sharing

-Elicit a few answers from different students for variety.

-Praise interesting or thoughtful responses.

-Briefly correct common mistakes you heard during pair work.

Differentiation:

- Provide sentence starters (e.g., I think that… / In my opinion… / I agree because…) to support speaking.