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

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.

T draws students attention to the lexis " anywhere, somewhere, everywhere, nowhere" in the summaries of the passage, instruction first, second 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

Write the sentences on the board. Concept-Check Questions (CCQs): Anywhere: "Does it mean any place or a specific place?" (Any place) "Can you choose any location?" (Yes) Nowhere: "Does it mean some place or no place?" (No place) "Is there a suitable place?" (No) Everywhere: "Does it mean all places or just one place?" (All places) "Is it widespread?" (Yes) Somewhere: "Does it mean a specific place or an unspecified place?" (Unspecified place) "Is the exact place known?" (No)

T

Explain passive voice using examples from the article (e.g., "Plastic is found everywhere," "The island was discovered in 1997"). 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) T focuses on the sentence "Some of it is eaten by marine wildlife" and asks CCQs such as who eats some of the plastic? (marine wildlife) is it important who eats some of the plastic? (yes) 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) 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 a real subject?" (no) 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,