T puts the images of plastic dinnerware and the ocean filled with plastic on the board. T gives instruction to Ss to discuss the advantages and disadvantages of using plastic in pairs. Ss work in pairs and discuss advantages and disadvantages of using plastic. T gives FB on their discussion by showing a list of pros and cons

Pass out HO's for SS to match vocabulary words with their definition Ss check in pairs Have SS write their answers up after completing If an answer is incorrect, ask the SS about that particular number or elicit the correct definition using CCQs.

instruction first, then pass around HO to the Ss in pairs to match the words " anywhere, somewhere, everywhere, nowhere" with their meanings. Allow peer check student-centered FB Give W/C FB to check the answers Concept-Check Questions (CCQs): Anywhere: "Does it mean any one station or a specific station?" (Any one station) "Can you choose any of these stations?" (Yes) Nowhere: "Does it mean some place or no place?" (No place) "Is there a suitable parking spot?" (No) Everywhere: "Does it mean all places or just one place?" (All places) "Does it mean "All possible places?" (Yes) Somewhere: When we say 'somewhere,' do we know the exact location? (no) Is 'somewhere' a general or specific place?(general)

Ss are given the passage with the title "The Nightmare of Plastic Island". They are asked to read it and choose the best summary. Ss check their answers in pairs before T provides FB in W/C.

Explain passive voice using examples from the article (e.g., "Over 300 million tonnes of plastic is produced.​" "Plastic was invented over 100 years ago"). Put them on the screen Elicit the meaning of the present passive sentence by asking CCQs T focuses on the sentence "Over 300 million tonnes of plastic is produced." and asks concept checking questions about the sentence such as "Who produces 300 million tonnes of plastic? (People) is it important what kind of people produce plastic? (no) Is "300 million tonnes" referring to a large quantity?(yes) Is the production of plastic considered significant in this sentence?(yes0 T focuses on the sentence "Plastic was invented over 100 years ago" and asks CCQs about the sentence such who invented the plastic? (someone/people) is it important who? (no) Is the sentence talking about the invention of something significant?(yes)Does the sentence emphasize the long history of plastic?(yes) T elicits the affirmative/negative/question form of the marker sentences by asking CCQs and elicits the tense of each marker sentence by asking CCQs and asks about the subjects of each sentence by asking CCQs "is Over 300 million tonnes of plastic the subject?" (yes) is it the real subject? (no) who's producing this much plastic? {people} is the sentence in the present tense? (yes) Is "plastic" the subject of the sentence?(yes) Is the sentence in the past tense? (yes) T Writes highlights the structure: Subject + be + past participle. T elicits the stress pattern of one marker sentence by highlighting on the board and drilling it

give the instruction and ICQs Pass out the HOs to the Ss where students convert active sentences to passive Ss complete the sentences with the right form of the verbs Allow peer check Give W/C FB deal with any issues about form

pass out the HOs to the Ss Give them time to complete the sentences with their own ideas Then the Ss pair up and read their sentences to each other and ask each other follow-up questions on the reason they completed the sentences that way. The teachers walks around the classroom and gives feedback when necessary

T divides the class into 3 groups. T gives instruction and ICQs Each group will create a plan that outlines steps to reduce plastic use in their community. using the vocabulary and passive voice structures. They should include both current and past events related to plastic pollution. T can provide an example. Example: "A community effort to reduce plastic use is introduced. Recycling programs are introduced."​ After writing, each group presents their ideas t to the class by writing it on the board. Then students will agree on ideas,