Lesson Plan

School: Scholar Year: 2022 / 2023

Teacher’s Name: Level: 1st Year Sc / Lit Streams
Unit 3:Back to Nature
Theme:The Environment, Pollution andThe World of Animals
Sequence 1:Listening and Speaking Rubric: Say it Clear
Targeted Competencies: Interact –Interpret – Produce

Learning Objectives: by the end of this sequence, SWBAT:

► Write SOS messages to save the environment.

Learning Objectives: by the end of this lesson, SWBAT:

1. Mark Intonation in Yes / No questions

2. Mark stress in words starting with prefixes and words ending in ‘-tion’
Assumptions:Ls may recall intonation from unit 1 / The dialogue may help Ls notice intonation in Yes / No Qs.
Anticipated Problems:Ls may struggle to mark stress in words with affixes.
Suggested Solutions:A natural context / Dialogue acting / detailed rules.
Core Values:To develop awareness of the importance of collaboration to stop natural and man-made phenomena.
Materials: Pictures, WorksheetsTime Allotted: 1 H
Stage Competency Procedures Objectives Timing
-T greets Ls and enquires about their school life.
-T asks Ls to read the passage
Journalist:Is global warming a dangerous phenomenon?
Climate Specialist: Yes, that’s what reports and statistics
show.

Present Interact Journalist: What should we do in this case? To recall Ls

Interpret prior
Climate Specialist: We need to act collectively and knowledge 5
immediately to fix things, for example by stopping pollution from the Mns
and deforestation. previous
Journalist:Do you agree that rich countries should contribute session and
introduce the
-T engages in a discussion with Ls through asking Qs: grammar
 Does the climate specialist believe that global warming is items in a
a dangerous phenomenon?
given context
 What are the 2 sentences underlined in the passage?
Which type of questions are they? What do you notice
about their intonation?
 What about the pronunciation of the words in purple?
where does stress usually fall on words ending with -tion? To identify
Interact  What are the 2 words in green? Where does stress fall in and analyze 10
Interpret each? How can we form opposites from them? are prefixes the grammar Mns
stressed? items and
Ls possible answers: deduce the
 Yes, he does. rules
 The 2 underlined sentences are yes / no questions. The
intonation is rising at the end of the question.

Is global warming a dangerous phenomenon?

Do you agree that rich countries should contribute the most?
  ‘Pollution’ and ‘Deforestation’ are stressed words. Words
ending with -tion are usually stressed on penultimate
syllable (the second from the end).
 ‘Agree’ is a verb, while ‘possible’ is an adjective. We can
form their opposites by adding prefixes which are never
stressed.

A’gree Disa’gree / ‘Possible Im’possible

Intonation in Yes / No Questions

Yes / no questions are questions that start with verb ‘to do’, verb
‘to be’ or modals. These questions always end with a rising
intonation, unlike WH questions.
Ex: 1-What is the cause of global warming?

2-Are greenhouse gases the cause of global warming?

Stress in Words
Stress is the extra emphasis we place in a specific syllable of a
word when pronouncing it. Stress may take different placements in
words:
1. In words that contain prefixes, stress usually falls on the
Interact second or the third syllable. To note the
Interpret Ex:Im’pure / Il’logical / Un’sure rule of stress 5
Note: Prefixes are never stressed. in yes / no Mns
2. In words ending with the suffix -tion, stress usually falls questions
on the penultimate syllable (the second from the end).
Ex:Contami’nation / Defores’tation / Des’truction
Interact
-T directs Ls to do the task
Interpret
Task 1:Mark whether the intonation is rising or falling in the To highlight
following sentences the rule of 5
1. Can we stop pollution? ( ). stress in Mns
2. Why are renewable energies important? ( ).
words
3. What are greenhouse gases? ( ).
4. Does global warming have bad consequences? starting with
( ). prefixes and
Key: 1-Rising / 2-Falling /3-Falling /4-Rising ending with -
-T models the correct answers on the board. tion
-T encourages Ls to mark stress in words in the following passage
Task 2:Mark stress in the underlined words in the following passage
Interact
Interpret Contami’nation of water happens when factories release their To mark 10
chemical wastes and substances into rivers and seas. This bad action intonation in Mns
kills fish and leads to the des’truction of the marine ecosystem. It questions
Practice also causes the po’llution of water resources. Efforts to fix the
situation would be ine’ffective if people continue to diso’bey the rules
of government.

-T divides Ls into pairs and encourages them to perform dialogues To mark

Task 3: In pairs, write and perform a dialogue about what we stress in 10
Interact can do to stop global warming. Make sure to use the right words with Mns
Interpret intonation and stressed words with prefixes and suffix -tion. affixes

To produce a
written / oral
dialogue 10
using the mns
Produce Produce grammar
items
Classroom Assessment:Group-Assessment.
Assigned Homework:None.