Lesson Plan

Jing and Sherry

Class: PEDAL Level 2 Class 4 Topic: Health of the Earth DATE: 09/30/2022
Lesson Objectives:
1. SWBAT describe and discuss the environmental issues taught in the class.
2. SWBAT use present progressive when they express “now” in pair work.
Strand Activity Stages Key language Resources/ Technology Time
forms/
Materials
functions

Warm-up Introduction Google Slides Zoom 15

min
● Ts greet and welcome Ss PEDAL Level 2 Zoom poll
● T goes over the agenda Class 4
● T introduces today’s topic: Health of the Earth and shows Ss a
warm-up question
1. Ss can share their thoughts verbally
2. Ss will do a Zoom poll
3. T shares the result of Zoom poll and invites Ss to share
about why they choose certain options
4. T goes over some pictures about Earth’s environmental
issues

Language- How to Express “Now”? Slides 15

focused Pre-stage min
learning ● T asks Ss what is common about the issues they just saw
● Ss are welcome to express multiple ideas, and the expected Present
answer would be “the issues all happen in the moment” progressive
 ● This guided thinking serves as a lead-in to the language (continuous):
structure Ss are going to learn (i.e. present progressive)
I am doing…
During-stage
● T provides Ss with sentences using present progress It/she/he is
● Inductive learning: as a class, Ss work together to decipher the doing…
sentences to find the underlying grammatical structure of
We/they are
present progress doing…
● T listens to Ss’ discussion, after which T provides Ss with a
summary of the rules for present progressive
Post-stage
● T leads Ss to the next activity, in which they will further learn
about present progressive while acquiring new vocab

Meaning- Pre-stage Present Slides; 20

focused input + ● T gives instructions on this part of class activity, explaining progressive min
Visual aids
Language- that Ss are going to learn some new vocab while deepening (continuous):
focused their understanding and practicing their use of present I am doing…
learning progressive
During-stage S/he is
● T teaches the new vocab doing…
● T connects the new vocab to Ss’ real lives, and therefore the We/they are
process of learning would be interactive (T asks Qs, Ss answers doing…
or shares their experiences)
● While Ss are learning the new vocab, they would be asked to
make sentences using present progressive New vocab:
● While Ss are learning the new vocab and making sentences,
would Ss notice the inflection rules (i.e. when we turning v-do melt, sea
to v-doing, we omit the unvoiced “e” at the end for some level, rise,
flood (v),
words, and we double the ending consonant for some other
urban
 words. flooding,
Post-stage drainage
● T briefly summarizes what has been covered system, air
● T leads Ss to the next task pollution,
emission,
visibility,
smog, trash
bin/chute,
landfill,
underground
water

Meaning- Practice: Make a conversation in pairs Slides 5

focused output
● T gives a brief instruction about the conversation practice min
● T names two students work in a pair to complete the
conversation on the slide. Ss will use the pictures as references.
● The conversation practice will go on for 4 rounds in total.

Fluency Discussion and Sharing Slides Breakout 30

development ● T gives a brief instruction about the discussion and go over the rooms min
three discussion questions
Chat box
1. Why do you think we need to protect the environment?
2. Do you think the environment will be better or worse
in the future? Why?
3. The government, companies, scientists, and ordinary
people are all responsible for creating a better
environment. What do you think they can do?
● T sends Ss into breakout rooms and starts check-ins after 3
minutes
● Ts welcome Ss back to the main session
● T invites Ss to share their answers for the discussion questions
and types or reframes their words as typing into the slides
Wrap Up Review Exit Ticket Google form 5
min
● T reviews what the Ss have learned and done
● T gives praises and encourages Ss to keep grinding
Closing
● Ts remind Ss of next class (time & topic)

Homework: Exit ticket #4

Anticipated Problems & Suggested Solutions: We do not know how inductive learning would work for this group of learners. If Ss have problems
inducing the rules for present progressive, Ts may need to do deductive teaching. Also, even though our survey (needs analysis) shows that
many Ss in the class have not learned present progressive, chances are that some may have. If this is the case, Ts would encourage those Ss to
focus more on new vocab and produce more complex production.

Contingency Plans: If we end early, Ts would invite Ss to do the Exit ticket. Ts can also ask Ss what they want to learn for future classes.