LESSON STUDY NATIONAL OPEN CLASSROOM 2011

ENGLISH: ENVIRONMENT READING AND PROCESS WRITING

Class: Form 5

Level: Intermediate

Date: 13 December 2011

Time: 11.00-12.00 p.m. (60 minutes)

Theme: Environment
Topic: Environmental Issues
Learning Outcomes: 2.0 LANGUAGE FOR INFORMATIONAL USE
2.1 Obtain information for different purposes by
c. reading materials in print such as reports and articles and using other electronic media such as the Internet
2.2 Process information by:
b. extracting main ideas and details;
2.3 Present information to different audiences by:
c. responding to questions orally and in writing;
Learning Objectives: By the end of this lesson, pupils should be able to:
1. read a short text and answer comprehension questions
2. identify main points in a video clip
3. write a draft for process writing
Pedagogical Emphases: CCTS, Multiple Intelligences, Co-operative Learning, Independent Learning
Previous Knowledge: Pupils have learnt / have been taught / are familiar with examples of environmental issues.
Moral Values: Responsibility, diligence, co-operation, independence, conservation
Teaching Materials: Video clips on different environmental issues, A4 paper, handouts, white board markers, markers, mah-jong paper.

Page 1

Lesson
Stages

Content

Set
Induction

Vocabulary:
Greenhouse effect,
global warming, acid
rain, flash flood,
deforestation, thinning
of the ozone layer, UV
exposure.

(5 minutes)

Teachers Activities
1. Teacher plays a video clip on
Deforestation.
2. Teacher asks questions on the
content of the video clip and
then leads on to other current
global environmental issues.

Pupils Activities
1. Pupils watch the video clip
shown by the teacher and
identify the environmental
issue.

Notes /Remarks
YouTube Clip
ICT
CTTS

2. Pupils give appropriate

responses and give opinions
on the issues.

3. Teacher informs on the days

lesson objectives which is to
read and gather information
about environmental issues.
Development

Reading

(50 minutes)

Reading
Comprehension

.
1. Teacher sets pupils into pairs
and distributes Handout 1 which
is a reading stimulus.

1. Pupils read to each other in

pairs.

2. Teacher instructs pupils to carry

out pair reading.
Verb Phrases
The Present Tense

3. Teacher distributes Worksheet 1

which is for reading
comprehension and instructs
pupils to complete the
worksheet based on information
presented in the reading
stimulus and to transfer the
answers to mah-jong paper.

Handout 1
Worksheet 1
CCTS:
Preparation for
the real world

2. Pupils complete Worksheet

1 and transfer the answers
to mah-jong paper.

Thinking skills
Cooperative
learning

4. Teacher facilitates the activity.

Page 2

5. Teacher picks 5 pupils at

random to present their
answers. Teacher facilitates
peer correction.

3. 5 pupils present their

answers while the rest
check their answers.

6. Teacher asks students to reread the text and asks the

students to focus on the phrasal
verbs in the text.

4. Pupils respond re-read the

text focusing on the phrasal
verbs.

7. Teacher discusses the

meanings of the phrasal verbs.

5. Pupils respond
appropriately.

8. Teacher asks pupils to provide 5

other phrasal verbs.

6. Pupils provide the required

phrasal verbs.

9. Teacher asks questions focusing

on the causes and effects of
deforestation to set up for the
next activity.
10. Teacher puts up a mah-jong
paper containing a writing
template for factual writing.

ICT
CCTS
7. Pupils respond to fill up the
writing template.

11. Teacher elicits information from

Worksheet 1 to fill in the writing
template.

Worksheet 2
Global warming
Coastal erosion

12. Teacher discusses the writing

template.
13. Teacher sets pupils into 5
groups and distributes laptops
and Worksheet 2 to each group.

CCTS:
Thinking skills

Greenhouse
Effect
8. Pupils view their respective
video clips in groups and
discuss to complete
Worksheet 2.

Ozone depletion
Groundwater
Contamination

Page 3

14. Teacher instructs pupils to view

a video clip on each of their
given laptop and complete a
writing template prepared on
mah-jong paper. Each laptop
contains different video clips.
15. Teacher facilitates the activity.
16. Teacher instructs each group to
present their writing templates.
17. Teacher sets the class to
discuss the templates
presented.

Closure

Recap

(5 minutes)

Reinforcement of
values

9. Pupils choose a
representative to present
their writing templates.
10. Pupils provide feedback on
the templates.

18. Teacher gets pupils to carry out

a gallery walk of all the different
topics.

11. Groups put up their

Worksheet 2 mah-jong
paper and carry out a gallery
walk to view other groups
topics or issues discussed.

19. Teacher sets the class to

complete a full factual writing
assignment outside of class.

12. Pupils will work on their

writing assignment in groups
as homework.

1. Teacher asks for the different

environmental phenomena
discussed in the days lesson.

1. Pupils state the

environmental issues learnt.

2. Teacher asks for the ultimate

culprit of the damage to nature
or the environment.

2. Pupils respond appropriately

.
3. Pupils list things they can do
to help minimise human
impact on the environment.

CCTS:
Preparation for
the real world
Thinking skills

Page 4

3. Teacher asks what the pupils

can do to help save our earth.

Prepared by (List of Lesson Study members)

1. Rachel a/p Ravendran
2. Hayati Ahmad
3. Linda Anne

Page 5

Reading Stimulus
Read the following short text.
The clearing up of tropical rainforests has been occurring on a large scale for many decades. All over the world, rainforests are being
destroyed. This process of cutting down trees is known as deforestation. Deforestation is caused by many factors and to date has resulted
in major environmental consequences.
One of the reasons of deforestation is to build townships and dams to meet up with the needs of the increasing human population.
Furthermore, poor farmers in many third world countries burn trees to clear land for farming in a process known as slash and burn. Large
tracts of land in the Amazon terrain have been cleared up for agriculture and urban development. Large scale farming also clears wide area
of forest land in many parts of the world. In addition, commercial logging means trees are cut down for timber or products such as wooden
furniture, pulp and paper.
Research has shown that if the current rate of deforestation continues, the worlds rainforests will vanish in 100 years. This will have
serious effects on global climate and could potentially eliminate many plant and animal species. Jungle clearing such as has been carried
out in the Amazon has also resulted in an increase in overall global temperature. This trend is likely to continue if action is not taken to stop
such activities.
We have to keep in mind that forests are put on Earth for a reason; they help to maintain a delicate balance in nature. Human beings
and many other species require oxygen to breathe and forests contain trees that carry out photosynthesis that produces oxygen. In addition,
trees cool down temperatures and can help minimize global warming. We need forests to survive. Therefore, we need to conserve forests.

Page 6

Worksheet 1
Based on the text, answer the following questions.
1. What is deforestation?
.
2. Give four reasons why deforestation is carried out.

.
3. Give three effects of deforestation.

4. Give reasons why we need to conserve forests.

...
...
5. What can we do to conserve forests?
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Worksheet 2
Introduction
Page 7

Body/Content
Causes:

Effects:

Conclusion:

Teachers Reflection: The strengths of my lesson:

Page 8

Teachers Reflection: Aspects that can be improved:

Observers Comments: Things that went well

Page 9

Observers Comments: Things that can be improved on

Signature:________________________

Date:_____________

Page 10