Lesson plan: SAVING THE EARTH

Name: Aitolkhyn, Batdelger, Solongo, L.Miagmarsuren and Undral

Class: 8th grade
Level: lower-intermediate
Time: 80
Class description
An English class involved 21 students ages from 12 to 14 in school 5 of Ulaanbaatar city.
Students levels are equal, but some of them are worse
Main aim(s)
1. By the end of the lesson, the students will feel more confident expressing their own ideas
about environmental problems and their solutions.
2. By the end of first stage of the lesson, the students will be able to use quantifiers such as
many, a few, a little, a lot of to talk about environmental problems.
3. By the end of second stage of the lesson, the students will have a better understanding
of quantitative pronouns such as some and something and any and anything.
4. By the end of third stage of the lesson, the students will be able to use may/might/could
for possibilities
Subsidiary aim(s)
1. To revise some words related to environmental problems
2. To practice present simple tense
3. To share their ideas
Personal aims
I will involve all students. I will call their name if necessary. I will use the board in order to ask
them some new words and phrases.
Timetable fit
In the last three lessons, the students have studied relative pronouns, so this is a new topic
although they will have covered the quantifiers and quantitative pronouns. In the next lesson, we
are going to talk about comparative adjectives and present continuous tense.
Materials
1. Pictures related to the environmental problems matched to the correct phrases.
2. Handout materials (words)
3. Book and board
Anticipated problems
Possible solutions
1. The students might pronounce some
1. I will help them to pronounce correctly
2. I will ask them whether they need any
words incorrectly
2. The students might not know some
help
words in Mongolian

Procedures
Stage/stage aim
Lead-in:
S2

Description
Tell the students there are pictures of related to
environmental problems on the wall.

Interaction

Timing

T-SSS
5 mins

Demonstrate
example

Speaking to activate
vocabulary about
environmental
problems

Feedback to give
the correct answers

Vocabulary focus:
UE2
To give the students
the phrases they
need to talk about
environmental
problems, and focus
on accuracy

To practice using the

vocabulary

More practice

Feedback
Focus on difference
in meaning and
usage of quantifiers

Write on the board Can you describe these pictures?

Hold up one picture as an example, and write up the
example answer: I think it is air pollution. Ask the
students to continue as it. Check pronunciation of
them.
In pairs, the students go around the classroom and
share their own opinions about the pictures.
Monitor for use of vocabulary do they know phrases
such as a water shortage?

T SSS T

SS SS

5 mins

The students sit down. Hand out smaller versions of

the same pictures to each pair. The students, in pairs,
discuss about the pictures.

T SSS

4 mins

Listen their answers.

T - SSS

1 mins

SS

5 mins

When they have finished, give them a hand out with

the pictures matched to the correct vocabulary, and
tell them to check their answers.

T SSS

3 mins

Ask the question Which problem do you have in your

country? and show an example We have air pollution
in my county. Monitor and check that they are using
the full phrase (e.g., traffic jam.
Write on the board some example sentences: There
is a little water to drink because of pollution; We have
a lot of environmental problems.

T- SSS

10 mins

T SSS

8 mins

Give one task related to the quantifiers and ask them

to circle the correct answers.
Check the correct answers. Is there a winner?
Ask them to look at the example sentences again and
to discuss the difference in pairs. Monitor. Get whole

T SSS

8 mins

T SSS

2 mins

T SSS

12 mins

Hand out cards with vocabulary written on them (e.g.

a climate change, wind power, organic farming, water
shortage) to each pair. The students match
vocabulary to the pictures.

class feedback. Highlight the difference in form on the

board. Write up useful expressions the students use
to describe the difference in meaning.

Reading stage:
R4

Speaking stage:

SS, SS

Give a small paragraph and ask them to complete the

sentences with the new words they have learned.
Check the correct answers.

T - SSS

7 mins

Play the video and ask them to watch carefully.

T SSS

2 mins

After they have watched, tell two example sentences

and ask them to discuss in pairs as example: In our
country, the air pollution is the most serious problem.
We can plant more trees and use wind power to solve
this problem. Monitor.

T SSS
SS, SS

8 mins

Additional possibilities
Homework: hand out squares of paper. Tell the students

Learning objectives:
S2
UE2
R4

Ask questions to clarify meaning on a range of general and curricular

topics
Use a growing range of quantifiers
Understand the main points of a wide range of short, simple texts on
general and curricular topics by using contextual clues