Vocabulary: Global issues

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2. 

Warm up:

With books closed, ask individual students questions such as What’s your favourite TV programme / animal / food? Ask them to describe the item they have chosen. Write any adjectives they use on the board and elicit that they are adjectives.

• Elicit and write up other adjectives that students know

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.

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/sgD8E5vURFsHUqfn6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:5

Direct students to the pictures.

Play the recording. Students listen and repeat chorally and/or individually

Learners look at the pictures. Listen and repeat.

ANSWERS :

Students’ own answer

T’s feedback

Descriptor:

- look at the pictures

- listen and repeat

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:5

• Read the ideas in the list and elicit/explain any unknown words.

• Invite one of the students to read out the example.

• Ask various students to suggest solutions to the global issues using the ideas in the list as well as ideas of their own.

Differentiation:

This task differentiated by the learners abilities. More able learners understand and use the ideas from the list

Learners use the ideas below as well as your own to suggest solutions to some of the problems in the pictures.

ANSWERS :

A Protecting wildlife habitats helps fight species extinction

B Opening more homeless shelters and providing free public housing help fight homelessness.

C Walking instead of driving and using public transport help fight air pollution.

D Recycling helps fight excess waste.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the ideas in the list

- use the ideas in the list

Total: 2 point

Worksheets

Stickers

End

5 min

“Finger” method is used to find out was the lesson clear or not.

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help

Ex: P: ex 2 p 5 SB

Home task

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

W ell done! Brilliant! Good job! I like it!

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