Teacher shares the screen. Students look at the questions: 'Think about your day. What things do you use which cintain plastic? Are they essential?' Teacher provides the example: 'I buy bottled water. It is not essential, because it's a waste of plastic. I can use a resusable water bottle and refill it instead.' Students discuss the questions.

1. Students listen to the first part of the interview and then answer the question: What did Silvia decide to do? 2. Students listen to the second part of the interview and do the task: correct the statements, all of which are false.

Teacher shows the statements from the gist task on the screen to define the target language. 1. Looking back, it's so hard to think why I hadn't tried it before. 2. Being allergic to eggs, that wasn't a problem for me. 3. Since giving up, or rather cutting down on plastic, so you think you've ended up spending more?

The target language is participle clauses. Teacher explains MFP Meaning To express reason, result or condition. For example: Being a teacher, I get long holidays (= because I’m a teacher…) Arriving to the airport, he realized he had left his passport (= when he arrived…) Teacher explains the MFP and nominates a few students to provide their examples with the target language. Form Positive form: Verb + ing (Living in the city, I am used to seeing a lot of people) Negative form: Not + Verb+ing (Not living in the city, I take a bus every day) Then teacher asks two students to complete the examples: - (because I am not late to work every day…), I remember to lock the door. - (when I was driving), I realized I had forgotten my phone at home. Pronunciation: Practice the [ŋ] sound.

Students are given a task. They need to fill in the gaps with the missing words. Teacher provides a handout. Students do the task individually while teacher is monitoring. Then students come back to the class to check the answers.

Students discuss the questions with their partners: 1. Wasting plastic every day, do you worry about the planet? 2. Speaking of polution, what problems are there in your city? 3. Being a part of a big city, are people responsible for their own litter? Teacher provides the first example to clarify the task, then places students in BOR and monitors them.

Students come back to the class. Teacher nominates two students to share their feedback

Teacher types students' errors on whiteboard for positive feedback and correction of errors in the post activity speaking stage.