Skip to main content

Table of contents

 Click on the image below to view or download the pdf version with clickable links to the lesson plans.


*This list has been updated as of June 2023. It will be updated from time to time.




Comments

Post a Comment

Popular posts from this blog

Project-based learning: Envisioning a sustainable city/town (SDG 11)

The driving question: How do you envision your town/city to be more sustainable?  *Before starting the project, identify an organization or a group of individuals who can provide feedback on your students' PBL product. Write a formal letter endorsed by your principal inviting them to partner with your school.  Objectives: 1. Enhance students' vocabulary (less common lexis) on the theme of 'environment' 2. Produce community solutions in the context of sustainable city/town planning English language proficiency level:  Intermediate to Advanced Stage 1: Introduction to sustainable city/town planning  (Period of implementation: 1 - 1 and a half hour) 1. Show a video on 'sustainable city planning' to students on Youtube (Listening activity)       a) Show them this video -  https://www.youtube.com/watch?v=ViJIJh-BNq8   b) Distribute this handout to them. They watch and listen while filling out the handout. Play the video twice. Check for answ...
Post a Comment
Read more

Social media, misinformation, and government regulation

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Persahabatan Merentasi Sempadan This is a lesson plan aligned with Form 4 Chapter 1 : Let's Chat. By the end of the lesson, students should be able to: 1. Define the term 'misinformation', 'disinformation' and 'malinformation'. 2. Write down their thoughts about the article. 2. Discuss about the pros and cons of government regulation on social media. Activities: 1.    Show a video on ‘Misinformation, Disinformation, and Malinformation'. 2.  Ask students to choose the correct definition of the terms - ( download powerpoint slides ) 3.  Teacher distributes the newspaper article:   Teo Nie Ching: Communications Ministry to  focus on addressing misinformation on social media  (advanced classes), (low intermediate version) 4.  Students read the article for 5-10 minutes. 5.  Ask students ‘what’s going on?’ & ‘what do you see, hear or read?’ and write their answers on post-it notes and ...
Post a Comment
Read more

Critical Consumption and consumerism

 Based on curriculum specifications - Core value: Responsibility (Global Sustainability) Objectives: 1) Students will be able to categorize environmentally friendly and non-environmentally products. 2) Students will be able to evaluate the impact of their consumption choices on transportation, production, and the environment, society, and their own well-being. 3) Students will be able to identify products that align with their values and boycott products that go against their beliefs. Materials: Whiteboard and markers, video, computer, big paper Procedure: Show  video Warm-up (10 mins):  1. Ask students what is the item shown on the video and what are the environmental impacts as a result of the product? 2. Ask students to brainstorm the different types of products they consume on a daily basis. Write these on the whiteboard. Then ask students to categorize these products as either environmentally friendly or not. Evaluation of consumption choices (20 mins):  1. Teac...
Post a Comment
Read more