LESSON PLAN The world we live (Revision version)

Subject area: English Semester: 2 Academic Year: 2019

Unit 6: The world we live Topic: Be Green Grade: 8

Time: 50 minutes Durations: 5 periods Date:

Lesson Plan Team:

1. Assistant Professor Chutima Vongpralub

2. Mrs. Benchawan Phomsansri

3. Mrs. Piyakun Sonwai

4. Miss Wanvisa Chaichana

5. Mr. Theerapat Siripru

6. Miss Ajima Kosa

7. Miss Patraphon Wonglakorn

Instructor: Miss Patraphon Wonglakorn, Assistant Professor Chutima Vongpralub

Learner’s Quality of Grade 9 graduates

Speak and write to describe themselves, experiences, news/incidents/various issuesof interest to society; speak and write to summarise the main idea/theme or topic identified from the analysis of matters/news/incidents/situations of interest; speak and write to express opinions about activities, experiences and incidents, as well as provide justifications

Strand 1: Language for Communication

Standard F 1.1: Understanding of and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning

Grade 8 indicator 2: Accurately read aloud texts, news, advertisements and short poems by observing the principles of reading.

Standard F1.2: Endowment with language communication skills for exchange of data

and information; efficient expression of feelings and opinions.

Grade 8 indicator 2: Use orders and give instructions, clarifications and explanations according to the situation.

Strand 2: Language and Culture Standard

Standard F 2.2: Appreciation of similarities and differences between language and culture of native and Thai speakers, and capacity for accurate and appropriate use of language.

Grade 8 indicator 2: Compare and explain similarities and difference between the lifestyles and culture of native speakers and those of Thais.

Strand 3: Language and Relationship with Other Learning Areas

Standard F 3.1: Usage of foreign languages to link knowledge with other learning areas, as foundation for further development and to seek knowledge and widen one's world view.

Grade 8 indicator 1: Search for, collect and summarize the data/facts related to other learning areas from learning sources, and present them through speaking/writing.

Learner’s Key Competencies

Communication Capacity

Capacity to receive and transmit information; linguistic ability and skills in expressing one’s thoughts, knowledge and understanding, feelings and opinions for exchanging information and experience, which will be beneficial to oneself and society; negotiation for solving or reducing problems and conflicts; ability to distinguish and choose whether to receive or avoid information through proper reasoning and sound judgement; and ability to choose efficient methods of communication, bearing in mind possible negative effects on oneself and society.

Signature..............................................

(Asst. Prof. Chutima Vongpralub)

Teaching supervisor

Date received………/…………/………….

Thinking Capacity

Capacity for analytical, synthetic, constructive, critical and systematic thinking, leading to bodies of knowledge creation or information for judicious decision-making regarding oneself and society.

Problem-Solving Capacity

Capacity to properly eliminate problems and obstacles, based on sound reasoning, moral principles and accurate information; appreciation of relationships and changes in various social situations; ability to seek and apply knowledge to prevent and solve problems; and ability for judicious decision-making, bearing in mind possible negative effects on oneself, society and the environment.

Capacity for Applying Life Skills

Capacity for applying various processes in daily life; self-learning; continuous learning; working; and social harmony through strengthening of happy interpersonal relationships; elimination of problems and conflicts through proper means; ability for self- adjustment to keep pace with social and environmental changes; and capacity for avoiding undesirable behavior with adverse effects on oneself and others.

Desirable Characteristics

1. Honesty and integrity2. Self-discipline3. Avidity for learning 4. Applying principles of Sufficiency Economy Philosophy in one’s way of life 5. Dedication and commitment to work6. Public-mindedness 7. confidence with reasonable in social interaction

1. Concept

In this lesson, students are going to learn the trash through reading and able to identify types of biodegradable and non- biodegradable trash as well as each color of bins through writing and speaking. They also become aware of how improperly handled trash impacts the environment.

2. Learning objectives

In the end of this lesson students are able to…

1. define biodegradable and non-biodegradable waste and each color of bins. (K)

Group 1 +5: Amusement park

Group 2 + 6: Hospital

Group 3 + 7: Fresh market

Group 4 + 8: School

If you go to the following place that your group has got, what kind of rubbish do you think you will see, get or make? How can that rubbish be destroyed? Write down as many trashes as possible and write 2 complete sentences as in the example:

- Aluminum cans should be put in this garbage.- Plastic bottles should be recycled.

(1 sentence = 1 piece of paper)

2. identify types of biodegradable and non-biodegradable trash and types of color of bins through writing and speaking. (P)

3. make sentences in both speaking and writing by using passive voice structure (P)4. be aware of how improperly handled trash impacts the environment. (A)

3. Content

Vocabulary:

1.Styrofoam cups 7.Broken bamboo baskets 13.Broken electric bulbs

2.Envelopes 8.Kitchen wastes 14.Fertilizer bags

3.Fruit peel 9.Eggshells 15.Yard wastes

4.Compact discs 10.Spray tins 16. Pull- tab lids

5.Chemical wastes 11.Plastic snack wrappers 17. Used batteries

6.Match boxes 12.Food scraps

Grammar:

Active voice: Subject + should + base verb

Passive voice: Subject + should be + V.3

Procedures

Step 1 Posing open- ended problem (5 minutes)

1.1 Students are given the open-ended open problem as in the following;

Step 2 Students’ self- learning (15 minutes)

2.1 Each group has 2 paper strips to write their sentences and put them on the board.

Step 3 Whole class discussion and comparison

3.1 Teacher goes over each idea as well as letting students correct the error if occurs. After that teacher presents 2 different sentences letting students to notice the grammar structure of Passive Voice as indicated;

- Lisa should put aluminum cans in this garbage.

- Aluminum cans should be put in this garbage.

Then teacher asks students whether they can notice the differences between sentence 1 and sentence 2. Students are expected to notice that in sentence 1, there is a subject doing the action while in sentence 2, there is no subject doing the action.

3.2 Teacher hands students a handout as well as presents more vocabularies letting students to see words on the screen and repeat word after the audio sounds. While listening and studying about the vocabulary, students complete the handout.

3.3 As soon as students finish learning the vocabulary, teacher revises the vocabulary by playing the guessing game. Then students do a dictation.

3.3 The students read the passage in the topic of “Where are the rubbish/garbage from?” Then the teacher and the students sum up the idea about the passage together. After that teacher stimulates the students to give the examples of biodegradable rubbish and non-biodegradable rubbish.

3.4 The group do an activity called, where are the rubbish from? Then the representative of each group presents their answers. They are not allowed to present repeatedly with the previous group. After that students do Worksheet 1: The Biodegradable things individually.

3.5 Teacher lets students listen to the audio about the garbage bins and students complete the task given by the teacher. As soon as students finish listening to the audio, teacher asks students the following questions;

- Why are there 4 colors of bins?

- What garbage should be put in the yellow bin?

- What garbage should be put in the blue bin?

- Where should we put dangerous trash like chemical waste and spray tin at?

- Where should wet trash like snack and food be put at?

- What are the differences between each color of bins?

Students get a picture of the rubbish individually. Teacher puts four color of bins in front of the classroom. Students are asked to put their pictures of garbage into the bin that they think their garbage are belong to. After that, teacher checks the garbage bins that students put their pictures in. Students complete Worksheet 2: Color of bins.

Step 4 Summarization through connecting students’ ideas emerged in the classroom

4.1 Teacher assigns students a writing assignment in the following directions;

5. Instructional Material

- Power point presentation

- Papers and markers

- Audio

- Be Green handout

- Worksheet 1: The biodegradable things

- Worksheet 2: Color of Bins

- Writing assignment

6. Assessment and Evaluation

Directions: Look at the picture and make a sentence by using passive voice

Example: Food scraps should be recreated into fertilizer.

Assessment and evaluate from

Methods Instruments Criterion

1.define biodegradable and non-biodegradable waste and each color of bins. (K)

-Students do the worksheet choosing the vocabularies that they think they are biodegradable trashes and complete the sentences by using passive voice structure.

- Students do a worksheet by categorizing the vocabularies given into the right color of bins.

-Worksheet 1: The biodegradable things

-Worksheet 2: Color of bins

More than 80% students can define biodegradable and non-biodegradable waste and each color of bins. (K)

2.identify types of biodegradable and non-biodegradable trash and types of color of bins through writing and speaking. (P)

-Students do the worksheet choosing the vocabularies that they think they are biodegradable trashes and complete the sentences by using passive voice structure.

- Students do a worksheet by categorizing the vocabularies given into the right color of bins.

-Worksheet 1: The biodegradable things

-Worksheet 2: Color of bins

More than 80% students can identify types of biodegradable and non-biodegradable trash and types of color of bins through writing and speaking. (P)

Assessment and evaluate from

Methods Instruments Criterion

3. make sentences in both speaking and writing by using passive voice structure (P)

-Students completes the worksheet given by teacher about making sentences by passive voice structure.

-Worksheet 1: The biodegradable things

-Worksheet 2: Color of bins

-Writing assignment

More than 80% students can make sentences in both speaking and writing by using passive voice structure (P)

4. be aware of how improperly handled trash impacts the environment. (A)

-Teacher observes while students are doing activity in the classroom.

- Observation form More than 80% students be aware of how improperly handled trash impacts the environment. (A)

Teaching reflection

1. Posing open- ended problem

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2. Students’ self- learning

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3. Whole class discussion and comparison

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4. Summarization through connecting students’ ideas emerged in the classroom

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Be Green Handout

Directions: Write down the correct vocabulary matched with the picture.

___________ _____________ ___________

____________ ____________ ___________

_____________ ____________ ___________

____________ ____________ ___________

___________ ___________ _____________

_______________ _______________

Grammar

Active voice: Subject + should + base verb

Example: We should recycle plastic bottles.

Passive voice: Subject + should be + V.3

Example: Plastic bottles should be recycled.

Garbage bins

_______________ is for dry waste that can be __________ and __________ e.g. glass, plastic, paper, and can.

_______________ is for wet waste. Wet doesn’t mean wet with water but that can be ___________ or __________ into organic fertilizer e.g. food, snacks, and leaves.

_______________ is for general waste that can’t be __________ or is hard to produce again as it’s not worth e.g. noodle envelope, food fouled plastic bag, and plastic snack wrapper.

_______________is for waste ___________ to environment and human body e. g. packaging for hazardous chemicals, insecticide bottle, fertilizer bag, paint tin, spray tin, used battery, and expired electric bulb.

Passive voice exercise

Directions: Complete the sentence into the passive voice sentence.

Example: This plastic bottle should be recycled (recycle)

1. Dry leaves should _______________ into fertilizer. (change)2. Styrofoam cups should _______________ to use. (avoid)3. Spray tins should _______________ as dangerous trash (add)4. Yard waste should _______________ in the green bin. (put)5. Chemical waste should _______________ separately. (destroy)6. One- side used paper should _______________ again. (reuse)7. Broken electric bulb should _______________. (reduce)8. Fertilizer bag should _______________ carefully. (remove)9. Orange peel should _______________ into fertilizer as well. (make)

10. Paper map should _______________ into snack wrapper. (create)

Directions: Change the sentence into the passive voice sentences

1. My mother recycles cardboard box.___________________________________________________

2. He should reuse glass plates.___________________________________________________

3. We should change chicken bones into fertilizer. ___________________________________________________

4. Ken should throw compact discs away into a blue bin.

What is 3R

Have you ever heard the term the "3Rs"? If you have, you might have wondered what it meant. 3Rs refers to three terms often used when talking about waste: Reduce, Reuse, and Recycle.

Reducing is cutting back on the amount of trash we make, reusing is finding a new way to use trash so that we don't have to throw it out, and recycling is using trash to remake new goods that can be sold again.

Why should we use the 3Rs?

It's not like we need to worry about what happens to our trash after we put it in the trashcan, right? Wrong! Think about how much you toss out each day. If you multiply that by the 6.7 billion people on our planet... That's a lot of trash! Our landfills can only hold so much garbage. If we keep producing so much waste, we'll run out of room. Using the 3Rs will help us cut back the amount of trash we throw away.

Reducing is simply creating less waste. It's also the best method for keeping our earth clean. Why? Because it stops the problem at the source. By making less waste in the first place, there's less mess to clean up.

Here are a few ways you can help reduce the amount of waste you make:

Pack your lunch in a lunchbox instead of a disposable bag. Although it might be easier to throw away a paper or plastic bag than to carry around a lunchbox, disposable bags create much more trash. If you attend a regular American school that meets 180 days a year, and bring your lunch every day in a reusable lunchbox, you could save 180 bags. If all kids did that, think of how many less bags there would be in landfills! Also, pack your lunch items in reusable containers instead of disposable ones. Instead of putting your peanut butter and jelly sandwich in a plastic bag, try using some Tupperware that you can use again and again.

Ask your parents to bring their own bags when shopping. Many grocery stores now sell canvas bags that can be brought and reused over and over when shopping. Think about all the plastic or paper grocery bags that could be saved if everyone reused the same canvas bags to carry their groceries in!

Turn off lights when you're not using them. Even though you might not be able to see the waste made from leaving on the lights, it wastes electricity and energy. Cutting back on the amount of electricity you use will not only help the environment, but it will save your parents money too.

Make sure your faucets aren't dripping. After you wash your hands, brush your teeth, or get out of the bath, make sure there's no water dripping from your faucets. Fresh water is a very precious resource, and dripping faucets waste water.

Reusing is taking old items that you might consider throwing away and finding a new use for them. Reusing helps in situations where it isn't possible to reduce.

Here are ways you can reuse items to prevent trash from being created:

Donate clothes that no longer fit you. Instead of throwing away clothes that don't fit, or that you don't like anymore, give them to someone who will want them. Your friends may have younger brothers or sisters who would be able to fit things you've outgrown, or maybe

your parents have friends with children who could use them. Even if you don't know anyone who needs your old clothes, you could donate them to a consignment store or a charity so that your clothes will find a home. You can also donate toys you no longer want. Just like with clothes, unwanted toys can be donated to charities or friends who could use them.

Use plastic groceries bags as trash bags. If your parents often bring home bags from the grocery store, you can ask them to save them instead of throwing them away. Grocery bags can be used as trash bags for small trashcans instead of being thrown away.

Have your parents use worn clothing as cleaning rags. For old clothes that may be too ripped or worn to give away, ask your parents to use those to clean up the house instead of buying cleaning rags. Old t-shirts work well for dusting.

Recycling is the most often advertised of the 3Rs, so it's likely you've heard of it before. Recycling is changing old products into new ones so they can be resold. For example, when you set out bottles and cans to be recycled, they are taken to a plant where they can be reprocessed into many new things. They may be changed in to new bottles or cans, or they could be changed into things like bicycles or asphalt.

The most well-known recycled materials are glass, paper, plastic, and aluminum. Other recyclable materials include batteries, biodegradable waste (like plants and kitchen waste), concrete, electronics, ferrous metals (like steel and iron), textiles (materials like cotton), and timber.

The recycling loop describes the entire recycling process.

First, recycling starts when you or your parents drop materials to be recycled, like bottles and cans, on the curb.

Secondly, collectors come to pick up the materials and take them to a processing plant where they are sorted and processed into raw materials (or materials that can be used to make new items.)

Next, the materials from the plant are sold to manufacturers, or people who make the things you buy. These manufacturers make new items from them.

Finally, you or your parents buy items made from recycled materials, so the process can start all over again.

Read the passage and answer these questions

1.What is Reuse / Reduce / Recycle?

1.1Reuse is

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1.2Reduce is

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1.3Recycle is

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2.Based in reading passage, list at least 5 ways that you can REUSE

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3.Based in reading passage, list at least 5 ways that you can REDUCE

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4.Based in reading passage, list at least 5 ways that you can RECYCLE

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5.Why should you use 3R?

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We’re going green song

We’re going green We’re going green. We’re gonna take care of the earth. We’re going green

You can go green at home or school. REDUCE REUSE and RECYCLE

REDUCEBe careful how long you take a shower. You don’t need to stand there for 70 hours

__________ ______ the water when you’re brushin’ your teeth and only use necessary energy.

Turn off the lights when they’re not in use. Think how much ______________ you produce!

Take _________ drink. ________ to school. Reducing energy is really cool! _______ _____plugs when you’re not using them. Turn off the computer every now and then. _______ ______ litter. ________ ____trash and you’ll save the earth in a flash!

We’re going green We’re going green. We’re gonna take care of the earth. We’re going green

You can go green at home or school. REDUCE REUSE and RECYCLE

REUSE

Reuse stuff when you’re out and about. If you can use it again. Don’t throw It out. Reuse _______. Reuse ________. Reuse ___________and reuse ________. ___________ toy to someone who can use some. Donate clothes. Don’t just lose ‘em!

We’re going green We’re going green. We’re gonna take care of the earth. We’re going green

You can go green at home or school. REDUCE REUSE and RECYCLE

RECYCLE

Just throwing away is not enough. Recycle somethings to _________ new stuff. Paper, can, plastic too, glass and cardboard. Games, CDs and DVDs, light bulbs, cartridges and batteries. Laptops, cellphones, and the news. Lot of metal, you can choose! We’re going green.

Where is the rubbish/garbage from?

Rubbish is everything that you throw away or no longer have a use for.

Rubbish can be solid, liquid or gas.

People usually tell about three different sorts of rubbish:

Domestic - rubbish from households Industrial and commercial - rubbish from factories, offices, shops and schools. Hazardous - rubbish which needs to be disposed of in a careful

way to prevent pollution, for example, chemical

used to make paint.

Rubbish is made up different substances and materials:

Worksheet 1

Where are the rubbishes from?

Directions: Please write the name of the rubbish that you know, and then classify in to Biodegradable rubbish or Non-biodegradable rubbish by writing (√).

Rubbish is everything that you throw away or no longer have a use for.

Rubbish can be solid, liquid or gas.

People usually tell about three different sorts of rubbish:

Domestic - rubbish from households Industrial and commercial - rubbish from factories, offices, shops and schools. Hazardous - rubbish which needs to be disposed of in a careful

way to prevent pollution, for example, chemical

used to make paint.

Rubbish is made up different substances and materials:

Where is the rubbish/garb

age from?

Rubbish/GarbageBiodegradable

rubbishNon-biodegradable

rubbish.

Worksheet 1: The biodegradable things

Directions: Underline the biodegradable things. (The other things are non-biodegradable.)

1. plastic plates piece of cake leaves

2. Styrofoam cups compact discs newspapers

3. plastic bags used batteries apples

4. grass aluminum cans bones

5. envelopes flowers mirror

6. cardboard boxes papers chemical wastes

7. steel cans glass bottles telephone books

8. glass jars meat plastic flowers

9. fruits peel plastic bottles matches boxes

10. eggs Styrofoam bamboo basket

11. kitchen waste metal boxes glass

12. piece of pizza electric bulb yard wastes

13. brick spray tin eggshells

14. plastic snack wrappers food scraps fertilizer bags

Directions: Match the vocabularies and write the sentence by using passive voice.

Fruit peels Spray tins Eggshells Kitchen wastes

Plastic snack wrappers Fertilizer bags Food scraps Styrofoam cups

Broken electric bulbs Yard wastes Chemical wastes Envelopes

Biodegradable trash Non- biodegradable trash

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

Worksheet 2: Color of bins

Part l: Match the vocabularies into the right color of bins.

Paint GREEN if the vocabulary should be in a green bin.

Paint BLUE if the vocabulary should be in a blue bin.

Paint YELLOW if the vocabulary should be in a yellow bin.

Paint RED if the vocabulary should be in a red bin.

Dry leaves Fertilizer bags

Glass plates

Eggshells

Noodle envelopes

Plastic bottles

Yard wastes

Compact discs

Paper maps

Chemical wastes

Plastic snack wrappers

Food scraps

Chicken bones

Styrofoam cups Envelopes

Part ll: Bring the vocabularies from Part l and categorize them into the right color of bins.

GREEN garbage BLUE garbage RED garbage YELLOW garbage

Example: Dry leaves should be in green garbage.

Directions: Look at the picture and make a sentence by using passive voice.

(For no. 6, you need to choose the trash by yourself, draw or put the pictures and complete the sentence.)

Example: Food scraps should be recreated

into fertilizer.

1. Milk carton should be ______________

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2. The old tire should be ______________

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3. Popsicle stick should be _____________

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4. Cardboard box should be ____________

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5. Shampoo bottle should be ___________

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6. ______________ should be _________

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