LESSON PLAN

DATE: 12.11.2018
FORM: the 6th form
LEVEL: elementary
TOPIC: Save our nature (Lesson 3, Unit 2)
TYPE OF THE LESSON: Non-traditional, lesson-auction
MAIN SKILL FOCUS: speaking, listening, writing and reading
COMPETENCES:
 Communicative and Pragmatic Competence - Producing oral messages and interactions
(Spoken Interaction)
 Communicative Competence - Receiving written messages (Reading)
 Communicative and Pragmatic Competence – Producing written messages and
interactions (Writing, Grammar)
UNITS OF COMPETENCES:
1.3. Listening to the speaker’s instructions to perform simple classroom tasks and following
them appropriately.
2.1. Providing oral responses to a spoken prompt from the teacher on a familiar topic at an
appropriate level of difficulty.
3.3. Identifying the main ideas of the text (silent reading).
3.5. Producing written messages based on the text.
4.3. Using words (phrases, sentences) and simple forms to describe the students’ personal
information in letters to their pen-friends.
7. Cooperating with classmates to fulfill some study activities, showing responsibility,
respect and tolerance in the course of communication.
LESSON OBJECTIVES:
By the end of the lesson the students will be able:
Knowledge: to name at least 5 new words connected with the topic and the environmental
problems;
Skills: to talk about the nature importance, the causes and the effects of the pollution, the
ways of saving our planet; using the appropriate vocabulary and applying the studied
grammar rules;
Attitude: to express their attitudes towards nature protection, enumerating at least 3 rules
they are going to respect in order to save the nature.
GRAMMAR FOCUS: Conditional Mood, Modal verbs (must and mustn’t, should and
shouldn’t, used to and didn’t use to).
TEACHING STRATEGIES AND RESOURSES:
Methods and techniques: Questioning, Communicative Method, Add something more,
Brainstorming, TIC-TAC technique, Collaborative learning, Think-Pair-Share, Footprints on
the sand technique, Open letter.
Visual aims: Student’s textbook, chalk and board, video, computer, speakers, white
screen, worksheets, posters, felt-tip-pens, wooden hammer, a lectern.
Class management: Whole class, individual, group and pair work
Time: 45 minutes

This lesson plan was presented in the lesson plan competition organized within the
national project "Integration of the UNIT UNITS Sustainable objectives in the
formation of the English language" by the Academy for Innovation and Change
through Education, awarded with a 1st Degree Diploma at the conference closing the
project on May 17th , 2019 (Annex 1).

#15 Sustainable Development Goal – Life on land

RUN OF THE LESSON

 Lesson Learning Activities Resourses Teaching
stages Strategies
Teacher’s Activity Students’ Activity Time Visual Forms
(M and T)
aids of work
EVOCATION - Do you know what an auction is? The students explain the word: “An auction is 2 Poster Whole Questioning
The teacher explains the word in case the a public sale in which goods or properties are min. with items Class
pupils don’t know. sold to the buyer who offers the highest for sale Work
The teacher announces the topic, the price.”
objectives of the lesson and the list of the
items for sale (Annex 1).
REALIZATION Activity 1 The pupils rise their hands to obtain the right 3 Textbook Whole Communicative
OF MEANING - The first item "Nature" is being put on sale. to speak: min. Class Method
The initial price is the definition of this word. The 1st pupil defines the word: “Nature A wooden Work Add something
The teacher repeats the question after each includes all the elements of the natural world hammer more
bid (each student’s intervention): surrounding us.” and a
- Who bids more? The 2nd pupil repeats what the previous one lectern
The teacher encourages the pupils to use the has said and adds something more: “Nature
pictures in the book to get more ideas if includes all the elements of the natural world
necessary (Ex. 1, p. 28). surrounding us, as the sky, the earth, the
The procedure continues until the students animals...”
have nothing to add, then the teacher counts The 3rd pupil: “Nature includes all the
„1, 2, 3…”and hammers the lectern, calling elements of the natural world surrounding us,
out “Sold”. as the sky, the earth, the animals, the trees,
the bushes, the flowers…”
Activity 2 The students brainstorm the reasons it is 3 Textbook Whole Communicative
- The 2nd item "Nature Value" is being put on necessary to protect the nature: min. Class Method
sale. How do you think why is nature  Nature makes the world around us more Work Brainstorming
important? Why is it necessary to protect it? beautiful. A wooden
The initial price is an idea.  It provides habitats for birds, animals, hammer
The teacher keeps repeating the question: insects. and a
- Who bids more? lectern
When the students have nothing to add, the  It provides us with the air we breathe, the
teacher counts „1, 2, 3…” and hammers the water we drink and the food we eat.
lectern, calling out “Sold”.  It keeps us alive.
(This procedure is repeated with each sold  It keeps us healthy.
idem.) etc.
Activity 3 The students guess the meaning of the words 4 Textbook, Indivi- TIC-TAC
The teacher introduces the new vocabulary: that sound similar to their native language min. 1paper dual technique
Word Bank (p. 28). and look for the rest of them in the dictionary posters, work
The teacher announces the 3rd item to be sold at the end of their textbook. felt-tip-
"Environmental Issues". They scan the dialogue (Ex. 2, p. 28) and find pens
The teacher completes the 1st column of the out the environmental issues: pollution, air
table: pollution, soil pollution, water pollution, A wooden Whole
TIC (Problems) TAC (Solutions) deforestation, endangered animals, global hammer Class
warming. and a Work
lectern
- Who bids more? 1, 2, 3…Sold.
Activity 4 The pupils answer that the main 8 Video, Group Collaborative
- What’s the main environmental problem in environmental issue is “Pollution” and bring min. computer, Work learning
your opinion? Why? arguments to support their choice. speakers,
The teacher asks the pupils to watch the video The pupils complete the fishbone with the white
and identify the causes and the effects of the causes and the effects of the pollution (Annex screen,
pollution:https://www.youtube.com/watch?v 2), using the information from the dialogue worksheet
=AIzwXHn74QI scanned and from the video watched. Then
- It’s time to sell the next item “Pollution they use them in “IF” clauses (Annex 3). A wooden Whole
Causes And Effects”. The initial price is a They try to avoid repetitions. hammer Class
cause and an effect of pollution enounced in a and a Work
„If” clause (Annex 3). lectern
Activity 5 Two students role play the dialogue. The 7 Pair Think-pair-share
The teacher asks the pupils to read the pupils put down solutions for the min. Textbook, work
dialogue (Ex. 2, p. 28) and answer the environmental problems individually then 1 paper
question at its end. they compare their list with the one of their posters,
The teacher announces the next item to be desk mate and make a common one. felt-tip-
sold "Environmental Issues Solutions". The Pupil 1: “People shouldn’t throw the litter pens
initial price is a solution enounced using a everywhere.”
modal verb: must or mustn’t, should or Pupil 2: “People should recycle the glass, the A wooden
shouldn’t. paper and the plastic.” hammer Whole
The teacher tells the pupils that the urges (Ex. Pupil 3: “People mustn’t cut down the trees.” and a Class
4, p. 29) and the word combinations (Ex. 5, p. Pupil 4: “People must plant more flowers, lectern Work
29) may help them. trees and bushes.”
She also completes the 2nd column of the TIC-
 TAC table.
Activity 6 The pupils write 3 real steps for saving the 6 Worksheet Indivi- Footprints on
The teacher explains the new grammar topic, world (Annex 4). min. dual the sand
the usage of the used to and didn’t use to Example: work technique
when talking about past habits we don’t do Step 1. I won’t pull out the spring flowers in
any more, using the Grammar Guide (p. 29). the forests and I won’t buy wild flowers by the
The teacher asks the pupils to write 3 sides of the roads any more.
concrete steps they are going to make in Step 2. I will plant flowers, trees and bushes.
order to save the world they live in on the Step 3. I will ride my bike more often, instead
footprints (Annex 4). of driving the car.
- The last item "Real Steps for saving the Example:
Nature" is being put on sale. The initial price is
“I used to pull out the spring flowers in the A wooden Whole
a concrete step enounced in a sentence using forests and buy wild flowers by the sides of the hammer Class
the modal verb: used to or didn’t use to. roads in past, but I won’t do it any more in and a Work
future.” lectern
“I didn’t use to plant flowers, trees and
bushes in past, but I will do it in future.”
“I used to drive the car very often in past, but I
will ride my bike more often in future.”
REFLECTION The teacher proposes the students to write a The pupils complete the letter (Annex 5) and 10 A poster Indivi- Open letter
letter to their parents about the English then share it with the class. min. with the dual technique
lesson. It’s a kind of self-evaluation. letter work
HOMEWORK The teacher explains the homework: to watch The students put down their homework. They 2
the video and to write a paragraph of 8 also can find the link in their class group on min.
sentences about what they can do to protect Facebook.
nature and post it as a comment on the blog.
Here is the link:
http://magicenglishmagicenglish.weebly.com/
homework/what-can-we-do-to-protect-
nature
 Annex 2

THE LIST OF THE ITEMS

FOR SALE AT THE AUCTION
Annex 3
 Annex 4

Examples:
"If people throw litter everywhere, they pollute the soil and the
waters."
"If the waters are polluted the fish die".
"If the forests are cut down, the animals are endangered".
 Annex 5

STEP 2

STEP 1

STEP 3
 Annex 6

Open letter

Dear parents,
I want to tell you that the English lesson today was …
During the English lesson I’ve learnt some new words...
We have talked about…
It can name ...
It was difficult to...
We have participated at an auction and
I’ve bought … item/items.
I think my mark is ...