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TEACHER OVERVIEW

Lesson 5-6

Skill: Language Focus

Topic: What can be done to remove food waste?

Lesson Goal

Students will use imperatives and simple suggestion language (e.g., let’s, how about) to give clear advice on how to reduce food waste in everyday situations.

Student Learning Outcomes

ENG.03.S.IP.4.1 Express simple ideas, information, opinions, feelings and emotions with developing coherence when speaking.

ENG.03.WR.P.2.1 Express simple ideas, information, opinions, feelings and emotions with developing coherence in writing.

Cycle 2 English Language

Key Vocabulary

food waste, recycle, garbage, throw away, ingredients, cook, order, eat, plastic, use

Useful Link(s):

G.4.3 Clauses and phrases: imperatives

FL.28 Asking for and making suggestionsand recommendations

This lesson has been adapted from C2 English 6ADV/7GEN. All activities have been adapted from this resource or created via PowerPoint.

Main Outcome: ENG.03.S.IP.4.1: Express simple ideas, information, opinions, feelings and emotions on familiar and concrete topics using an increasing range of familiar phrases and expressions in simple spoken texts with developing coherence, although there may be frequent pauses.

Supporting Outcome: ENG.03.WR.P.2.1: Express simple ideas, information and opinions on familiar topics using an increasing range of familiar phrases and expressions in short, simple written or multimodal texts with developing coherence, although there may be inaccuracies and some limitations in vocabulary or structure.

Disclaimer:

The lessons outlined in the Scope and Sequence, along with the corresponding PowerPoint materials, have been designed to align with the Ministry of Education’s cultural and educational expectations. These resources should be regarded as the core content for lesson delivery.

Teachers are strongly advised to use these materials as the primary guide for instruction and to refrain from teaching or referencing any sections of the course book that may contain content deemed culturally sensitive or inappropriate within the local context.

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Cycle 2 English Language

Key Vocabulary

food waste, recycle, garbage, throw away, ingredients, cook, order, eat, plastic, use

Lesson 5-6

Skill: Language Focus

Topic: What can be done to remove food waste?

Lesson Goal

Today you will use imperatives and simple suggestion language to give clear advice about reducing food waste in everyday situations.

In this lesson, you will learn how to…

share simple ideas, things you know, what you think and how you feel when you speak.�
write about simple ideas, things you know, what you think and how you feel.

Activity 4

Cool down

Plenary & Reflection

Activity 2

Activity 1

Warm-up

Activity 3

Get ready

Lesson 5-6

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Warm-up

Ask and answer the questions in pairs/groups.

Warm-Up

What do you see?
What do you do with extra food at home?
Do you ever throw food away? Why?

Cycle 2 English Language

Display the slide and have students look at the image. Ask, “What do you see?” and “What happened to the apple?” Elicit simple responses to activate prior knowledge and assess topic-related vocabulary.
Ask students to discuss the first question with a partner. Invite several students to share their answers and encourage complete sentences. Use responses to gauge confidence with familiar food and cooking vocabulary.
Direct attention to Question 2 and elicit the meaning of extra food. Check understanding by asking students for examples of food left after a meal. Clarify vocabulary as needed before pair discussion.
Have students discuss what they do with extra food at home. Circulate and listen for common responses, noting useful language that can be highlighted during feedback.
Introduce Question 3 and ask students to think independently before sharing with a partner. Monitor responses to assess students’ awareness of food waste and their ability to explain simple reasons.
Conduct whole-class feedback by eliciting reasons people throw food away. Use probing questions such as “Is the food too old?” or “Did they make too much food?” to extend responses and check understanding.
Highlight that many people throw away good food every day. Ask students whether this is a problem and briefly elicit opinions to build curiosity about the lesson topic.
Avoid mentioning the term ‘food waste’ excessively at this stage, as that could bleed into the next activity.

Sample Answers:

Working Towards Grade Level

I see an apple.
I see a red apple.
I see a bitten apple.

Working At Grade Level

I see a red apple with a bite taken out of it.
The apple looks partly eaten.
The apple has been eaten a little.

Working Beyond Grade Level

I see a red apple that has a large bite taken out of it.
The apple looks partly eaten and could become food waste.
I see an apple that someone started eating but did not finish.

�2

Working Towards Grade Level

I eat it later.
I put it in the refrigerator.
My family saves it.

Working At Grade Level

I put extra food in the refrigerator and eat it the next day.
My family saves extra food for another meal.
We share extra food with relatives.

Working Beyond Grade Level

We keep extra food in containers and eat it later in the week.
My family uses extra food to make another meal the next day.
We usually save leftovers instead of throwing them away.

Working Towards Grade Level

Yes, sometimes.
Yes, because it is old.
No, I save it.

Working At Grade Level

Yes, I throw food away when it is too old.
Yes, sometimes there is too much food left.
No, I usually save the food for later.

Working Beyond Grade Level

Yes, sometimes I throw food away if it has been in the refrigerator for too long.
Sometimes food is wasted because my family cooks more than we need.
I rarely throw food away because I try to save leftovers for another meal.�

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Listening

Listen to the start of a cooking show.

What does the speaker want listeners to think about?

Activity 1

Different kinds of food
Food waste and its effects
New recipes

Cycle 2 English Language

Display the slide and direct students’ attention to the image of the cooking show host. Ask what they think the person is talking about and invite a few predictions to activate prior knowledge.
Read the question and answer choices aloud. Check understanding of the options by briefly eliciting what each choice means before students listen.
Have students predict the correct answer independently, then share their ideas with a partner. Use responses to assess initial understanding of the lesson topic.
Play the audio once for gist. Remind students to listen for the main message and not every word.
After listening, have students select an answer independently and then compare answers with a partner, encouraging them to explain their choices using evidence from the audio.
Conduct whole-class feedback and ask students to justify why the correct answer is best. Use targeted questioning to check understanding of key details such as food waste, trash, plastic waste, and people who do not have enough food.
Clarify any misconceptions by revisiting relevant parts of the audio and eliciting supporting words or phrases from students.
Conclude by highlighting that the speaker wants listeners to think about food waste and its effects. Use student responses to gauge overall comprehension and identify any vocabulary that may need additional support before the next listening task.

Answer Key:

B Food waste and its effects

Track 3

On today’s cooking show, I want to talk about something important: food waste, the food we throw away every day. Around the world, people waste about 40% of all food. This is a problem because more food has to be produced to replace what is wasted, which creates more trash and more plastic waste. We should think about where this waste goes and remember that many people around the world do not have enough food to eat.�

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Listening

Listen to the start of a cooking show.

What does the speaker want listeners to think about?

Activity 1

Different kinds of food
Food waste and its effects
New recipes

Cycle 2 English Language

Display the slide and direct students’ attention to the image of the cooking show host. Ask what they think the person is talking about and invite a few predictions to activate prior knowledge.
Read the question and answer choices aloud. Check understanding of the options by briefly eliciting what each choice means before students listen.
Have students predict the correct answer independently, then share their ideas with a partner. Use responses to assess initial understanding of the lesson topic.
Play the audio once for gist. Remind students to listen for the main message and not every word.
After listening, have students select an answer independently and then compare answers with a partner, encouraging them to explain their choices using evidence from the audio.
Conduct whole-class feedback and ask students to justify why the correct answer is best. Use targeted questioning to check understanding of key details such as food waste, trash, plastic waste, and people who do not have enough food.
Clarify any misconceptions by revisiting relevant parts of the audio and eliciting supporting words or phrases from students.
Conclude by highlighting that the speaker wants listeners to think about food waste and its effects. Use student responses to gauge overall comprehension and identify any vocabulary that may need additional support before the next listening task.

Answer Key:

B Food waste and its effects

Track 3

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Listening

Listen to the next part of the show.

Which phrases does the speaker say?

Try to use all ingredients.
Don’t throw things away.
Buy food every day.
Choose food carefully.
Don’t eat too much.
Don't order too much food at restaurants.
Throw plastic bottles away.
Eat all your food.
Think about plastic waste.
Make a shopping list before cooking.

Cycle 2 English Language

Activity 2

Read the instructions aloud and direct students’ attention to the checklist. Explain that some sentences are mentioned in the audio and some are not.
Give students one minute to silently read the sentences. Check understanding of key vocabulary such as carefully, restaurants, pieces, and plastic bottles by eliciting definitions or examples.
Ask students to predict which advice they expect to hear in the cooking show. Use student responses to assess understanding of food waste concepts before listening.
Play the audio once. Remind students to focus on listening for exact ideas rather than trying to understand every word.
Have students independently tick the sentences they heard. Circulate and monitor student selections to identify any common misconceptions.
Allow students to compare answers with a partner and justify their choices using evidence from the audio. Encourage students to explain why certain distractors were not mentioned.
Play the audio a second time so students can confirm or revise their answers. Use this as an opportunity for self-assessment and correction.
Review answers as a class. Ask students to identify the specific words or phrases that helped them choose each correct answer. Use targeted questioning to assess listening accuracy and attention to detail.
Draw students’ attention to the language used in the correct answers and elicit that many of the sentences are imperatives. Ask students what the speaker is telling listeners to do or not do to check understanding of the language focus.
Conclude by highlighting that the speaker gives practical advice for reducing food waste. Use student responses to determine readiness for the next activity involving imperatives and suggestions.

Answer Key:

1 ✓ try to use all ingredients.

2 ✓ Don’t throw things away.

3 ✗ Buy food every day.

4 ✓ Choose food carefully.

5 ✓ Don’t eat too much.

6 ✓ Don't order too much food at restaurants.

7 ✗ Throw plastic bottles away.

8 ✓ Eat all your food.

9 ✓ Think about plastic waste.

10 ✗ Make a shopping list before cooking.

Track 4

So how can we waste less food?

We should try to use all ingredients when we cook. Don’t throw things away! We can always use them. Choose food carefully. Don’t eat too much and don’t order too much food at restaurants. Eat all your food. When you eat fruit, like apples or bananas, cut it into small pieces. This makes it easier to eat. Finally, think about plastic waste. We shouldn’t throw away plastic bottles. Use them again, or recycle them.

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Listening

Listen to the next part of the show.

Which phrases does the speaker say?

Try to use all ingredients.
Don’t throw things away.
Buy food every day.
Choose food carefully.
Don’t eat too much.
Don't order too much food at restaurants.
Throw plastic bottles away.
Eat all your food.
Think about plastic waste.
Make a shopping list before cooking.

Cycle 2 English Language

Activity 2

Read the instructions aloud and direct students’ attention to the checklist. Explain that some sentences are mentioned in the audio and some are not.
Give students one minute to silently read the sentences. Check understanding of key vocabulary such as carefully, restaurants, pieces, and plastic bottles by eliciting definitions or examples.
Ask students to predict which advice they expect to hear in the cooking show. Use student responses to assess understanding of food waste concepts before listening.
Play the audio once. Remind students to focus on listening for exact ideas rather than trying to understand every word.
Have students independently tick the sentences they heard. Circulate and monitor student selections to identify any common misconceptions.
Allow students to compare answers with a partner and justify their choices using evidence from the audio. Encourage students to explain why certain distractors were not mentioned.
Play the audio a second time so students can confirm or revise their answers. Use this as an opportunity for self-assessment and correction.
Review answers as a class. Ask students to identify the specific words or phrases that helped them choose each correct answer. Use targeted questioning to assess listening accuracy and attention to detail.
Draw students’ attention to the language used in the correct answers and elicit that many of the sentences are imperatives. Ask students what the speaker is telling listeners to do or not do to check understanding of the language focus.
Conclude by highlighting that the speaker gives practical advice for reducing food waste. Use student responses to determine readiness for the next activity involving imperatives and suggestions.

Answer Key:

1 ✓ try to use all ingredients.

2 ✓ Don’t throw things away.

3 ✗ Buy food every day.

4 ✓ Choose food carefully.

5 ✓ Don’t eat too much.

6 ✓ Don't order too much food at restaurants.

7 ✗ Throw plastic bottles away.

8 ✓ Eat all your food.

9 ✓ Think about plastic waste.

10 ✗ Make a shopping list before cooking.

Track 4

So how can we waste less food?

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Cycle 2 English Language

Imperatives

Do we use a subject before an imperative verb?

➾ no

Are imperative verbs the same as the infinitive form without ‘to’?

➾ yes

What do we add to make the imperative form negative?

➾ don’t

We use imperatives to give instructions, advice, or commands.

Choose food carefully.
Eat all your food.
Don’t eat too much.

Review the definition of imperatives and explain that they are used to give instructions, advice, or commands. Read the example sentences aloud and have students identify the imperative verb in each sentence.
Display the question, "Do we use a subject before an imperative verb?" Give students think time, then have them share answers with a partner before nominating volunteers to respond. Clarify any misconceptions immediately.
Ask students whether imperative verbs are the same as the infinitive without to. Collect responses from several students and ask them to justify their answers using examples from the slide to assess depth of understanding.
Focus on the negative example, Don't eat too much. Ask students what has been added to make the imperative negative. Elicit don't and have students orally change one positive imperative into a negative imperative.
Conduct a quick hinge-point check by saying a mixture of imperative and non-imperative sentences. Students indicate whether each sentence is an imperative. Use responses to identify any students who need additional support before moving on.

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Cycle 2 English Language

Activity 3

Writing

Write pieces of advice using imperatives.

How can we reduce food waste:

at home?
at school?
at restaurants/cafés?
at supermarkets?
in the community?
as a nation?

Direct students' attention to the six categories on the slide and briefly elicit what each location means. Clarify any unfamiliar vocabulary to ensure students understand the task requirements.
Model one response, such as Use leftovers at home, and ask students to identify the imperative verb. Check understanding by asking students to explain why the sentence is an imperative.
Instruct students to write at least one piece of advice for each category using imperative verbs. Encourage students to think of realistic actions that people can take to reduce food waste.
Give students individual thinking and writing time. Remind students to focus on generating their own ideas and to use imperative forms. Additional details can be added if appropriate.
Circulate throughout the activity, monitoring students' work and providing support through questioning rather than giving answers. Ask prompts such as, "What action can people take?" and "Can you start this sentence with a verb?"
Use AFL by checking a sample of student responses across ability levels. Look for correct use of imperative verbs, accurate food waste vocabulary, and ideas that match the category on the slide.
Pause the activity midway and ask students to self-assess their work by underlining the imperative verb in each sentence. Prompt students to check that every response gives advice about reducing food waste.
Continue monitoring and provide immediate verbal feedback where needed. Address common errors by referring students back to the examples on the slide and encouraging self-correction.
Challenge early finishers to add a second piece of advice for each category or to replace repeated verbs with a wider range of imperative verbs.
Before ending the activity, review students' written responses to ensure they have generated sufficient ideas and accurate imperative sentences that can be used in the next speaking task.

Differentiation

Working Towards GLG

Provide a word bank of imperative verbs (e.g., use, save, share, buy, freeze, plan) and model one example for each category.
Allow students to complete sentence starters such as Use..., Save..., or Don't... to reduce the writing load.
Support students through guided questioning to generate ideas for each category before writing.
Encourage students to focus on writing one clear imperative sentence for each category.

Working At GLG

Encourage students to write at least one original imperative sentence for each category independently.
Prompt students to use a range of imperative verbs rather than repeating the same verb throughout the activity.
Ask students to reread their sentences and check that each one begins with a base-form verb.
Challenge students to include specific food waste actions that are realistic and relevant to each setting.

Working Beyond GLG

Challenge students to write two or more pieces of advice for each category using a variety of imperative verbs.
Encourage students to use both positive and negative imperatives (e.g., Use leftovers / Don't throw food away).
Ask students to make their advice more precise by adding details, such as specific foods, places, or situations.
Invite students to categorize their ideas by impact and identify the advice they believe would be most effective at reducing food waste.

�Supporting Outcome: ENG.03.WR.P.2.1: Express simple ideas, information and opinions on familiar topics using an increasing range of familiar phrases and expressions in short, simple written or multimodal texts with developing coherence, although there may be inaccuracies and some limitations in vocabulary or structure.

Sample Answers:

Working Towards GLG

Use leftovers at home.
Don't throw food away.
Share extra food.
Buy less food.
Save leftover food.
Use all your ingredients.

Working At GLG

Plan your meals before shopping.
Use leftovers for another meal.
Freeze extra food at home.
Buy only the food you need.
Save unfinished food for later.
Don't waste food in the cafeteria.
Share extra food with neighbors.
Check food dates before shopping.

Working Beyond GLG

Plan your meals carefully and buy only what you need.
Don't order more food than you can eat at a restaurant.
Save leftover food and use it to make a new meal.
Encourage people in the community to share extra food.
Check your refrigerator before shopping to avoid buying duplicates.
Store food correctly to keep it fresh for longer.
Support food donation programs in your community.
Reduce food waste by freezing food before it spoils.�

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Cycle 2 English Language

Today you will discuss ways to reduce food waste using imperative verbs and simple suggestion language.

What do you need to do when speaking?

Use imperative verbs to give advice about reducing food waste.

Share your ideas clearly and listen carefully to your classmates’ ideas.

Explain which idea you think is most effective and why.

Don’t read directly from your paper without speaking naturally.

Get ready to speak!

Get Ready

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Cycle 2 English Language

Speaking

Share your ideas in pairs/groups.

Activity 4

Direct students' attention to the speaking task and explain that they will use the food waste advice they wrote in the previous activity to discuss ideas with a partner or small group.
Model a short response using imperative sentences, such as, Plan your meals. Use leftovers. Don't throw food away. Demonstrate how to speak in complete sentences rather than reading individual words from their notes.
Ask students to review their written advice and select the ideas they would like to share. Give students a minute to rehearse their responses silently before speaking.
Organize students into pairs or small groups and remind them to take turns speaking and listening. Encourage students to use their notes as support rather than reading every sentence verbatim.
Circulate throughout the activity, monitoring participation and language use. Prompt students who need support with questions such as, "What is another way to reduce food waste?" or "Which idea do you think is most important?"
Use AFL by listening to responses from a range of students across the class. Check for accurate use of imperative verbs, relevant food waste vocabulary, and students' ability to communicate clear ideas.
Pause the activity midway and ask students to self-assess their speaking. Students should reflect on whether they have shared multiple ideas, used imperative verbs correctly, and spoken clearly enough for their partner to understand.
Encourage students to extend their responses by giving brief reasons for their ideas. Model examples such as I think this is important because it reduces food waste.
Continue monitoring and provide immediate verbal feedback. Reinforce effective use of imperatives and address common pronunciation or language errors through corrective feedback and recasting.
Conclude the activity by reviewing the language and ideas heard during pair discussions. Use responses as an AFL opportunity to assess students' progress toward expressing simple ideas, information, and opinions about reducing food waste.�

Differentiation

Working Towards GLG

Allow students to refer directly to their written notes throughout the discussion.
Provide speaking prompts such as Use..., Don't..., and Save... to support sentence production.
Encourage students to share 2-3 simple imperative sentences during the discussion.
Provide additional teacher support through guided questioning and modeling.

Working At GLG

Encourage students to share several original imperative sentences from their notes independently.
Prompt students to use a range of imperative verbs rather than repeating the same language.
Ask students to explain which idea they think is most useful for reducing food waste.
Encourage students to respond to a partner's ideas using simple follow-up comments.

Working Beyond GLG

Challenge students to speak for a longer period using multiple pieces of advice and supporting details.
Encourage students to compare ideas and explain why one solution may be more effective than another.
Encourage students to include both positive and negative imperatives and explain why those actions are effective.
Invite students to justify their opinions using reasons and examples related to reducing food waste.

Sample Answers:

Working Towards GLG

Use leftovers at home. Don't throw food away. I think this is a good idea.
Share extra food. Buy less food. This can reduce food waste.
Save leftover food. Use all your ingredients. These ideas can help.
Don't throw food away. Share extra food. I think this is important.

Working At GLG

Plan your meals before shopping. Buy only the food you need. I think this is a good way to reduce food waste.
Use leftovers for another meal. Save unfinished food for later. This can help families waste less food.
Freeze extra food at home. Check food dates before shopping. I think these ideas are useful.
Don't waste food in the cafeteria. Share extra food with neighbors. I think everyone can help reduce food waste.

Working Beyond GLG

Plan your meals carefully and buy only what you need. I think this is the most effective idea because people will waste less food and save money.
Check your refrigerator before shopping to avoid buying duplicates. Store food correctly to keep it fresh for longer. These ideas can help food last longer.
Save leftover food and use it to make a new meal. Reduce food waste by freezing food before it spoils. I think these are simple ways to reduce waste at home.
Don't order more food than you can eat at a restaurant. Encourage people in the community to share extra food. I believe everyone can help reduce food waste by following this advice.
Support food donation programs in your community. Encourage people to share extra food. I think this is important because it helps people and reduces food waste at the same time.

�

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Cycle 2 English Language

Cool Down

National Education Charter

Self-Regulation and Discipline

Which self-management skill helps reduce food waste the most? Explain your answer.

Planning ahead
Being responsible
Making good choices
Using self-control

Direct students’ attention to the National Education Charter reflection and review the meaning of self-regulation and discipline. Elicit examples of how these traits can help people make responsible choices about food.
Read each self-management skill aloud and check understanding of the vocabulary. Ask students to briefly discuss the meaning of each skill with a partner before sharing ideas with the class.
Explain that students must choose the skill they believe helps reduce food waste the most and prepare a reason to support their choice.
Give students individual think time to reflect on the lesson and connect what they learned about food waste to the self-management skills on the slide.
Instruct students to discuss their chosen skill with a partner. Encourage students to explain their thinking using complete sentences and examples from the lesson.
Circulate throughout the discussion, monitoring students’ participation and listening for links between self-management skills and food waste reduction. Prompt students with questions such as, “How does this skill help reduce food waste?” and “Can you give an example?”
Use AFL by sampling responses from students across the class. Assess whether students can justify their choice using relevant examples and appropriate vocabulary from the lesson.
Invite students to reconsider their choice after hearing different perspectives from classmates. Encourage students to explain whether their opinion has changed and why.
Continue monitoring and provide immediate verbal feedback. Reinforce clear explanations, effective use of lesson vocabulary, and thoughtful connections between personal behavior and food waste reduction.
Conclude the activity by asking students to identify one self-management skill they will practice this week to help reduce food waste. Use responses as a final AFL opportunity to assess students’ understanding of both the lesson content and the National Education Charter focus.

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