grade - colombia aprende€¦ · the group that guesses more words wins the game. as they finish...

LESS

ON

PLA

N

Paola Yaneth Torres GómezI.E. CECILIA DE LLERAS

Montería

Lesson plan designed by:

1

8GRADE

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Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainability: Human Action

90 min

38

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson students will be able to express opinions about human actions regarding environment in a written and oral way.

• To raise awareness about environment in the students’ social context.

• To give suggestions to improve human environmental practices in an orally and written way.

• To strengthen speaking skills through dialogue.


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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This is the second lesson in a series of lessons for Module 1. In the first lesson, students were revising vocabulary related to the topic learnt in previous grades (6th- 8th). This revision has led students to think about the impact of human environmental actions on their context.

In this lesson, students will recycle and learn some vocabulary related to environment to give suggestions and advice to protect and improve environmental practices. In the next lesson, students will revise modal verbs to express actions that can affect and improve their environment.

Recognizes vocabulary related to the environment.

Recognizes expressions of opinion.

Presents, orally the impact of diverse human actions in the environment with pertinent vocabulary.

Expresses opinions or gives information orally and spontaneously using basic vocabulary

Expresses disagreements in a respectful manner.

Respects the views of others

Reflects about his/her own learning process and how it could be improved.


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8Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Pronunciation:

Discourse:

Sociolinguistic / Intercultural:

• Human actions: Plant trees, throw garbage, mining, agriculture• Expressions to describe human actions in the environment: Save the whales, recycling

paper, saves the trees in forest, using plastic bottles as planters is a good idea.• Expressions to give an opinion: I (really) think that … / I believe (that) … I’m sure that … / In my opinion / My opinion is … / I agree with … I guess/imagine … / I have no doubt that / I’m certain that … / • Environmental practices: Reducing carbon print, recycle, waste

• Imperative form

We use imperative clauses when we want to tell someone to do something (most commonly for advice, suggestions, requests, commands, orders or instructions).

We can use them to tell people to do or not to do things. They usually don’t have a subject – they are addressed to the listener or listeners, who the speaker understands to be the subject. We use the base form of the verb

E.g.: Leave lights off at night Don’t waste water.

Pronunciation

• Recognition of expressions such as pronunciation /d/ , /t/ v /Id/

• Sequence connectors

• Skills to analyze, interpret and relate information • Cognitive flexibility • Learning through interaction

Anticipated problems: Planned solutions

Students will play hangman with the vocabulary related to environmental human actions, so they can get familiarized with it and feel interested in the topic.

Teacher establishes clear rules for the class and checks instructions for each activity.

Teacher models instructions and includes body language when explaining instructions.

Students may not know most of the vocabulary.

Students´ low comprehension of the activities.

Warm up

Time and Interaction

To activate students’ attention and previous knowledge on the target language

The teacher chooses some key words and puts them in a bag. Students will work in groups of four. One student from each group is going to act out the word without speaking and the rest of the class will try to guess the word. The group that guesses more words wins the game.

As they finish this game, the teacher pastes the pictures of the words on the board and asks students to take turns to join the word with its corresponding picture.

Teacher drills pronunciation with the class.

Key words: Recycle, waste, reduce, save, forest, bottles, trees, environment

10 minutesT-S

GWWC

Stage aims

Procedure

Total Stage timing (10 min)


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Vocabulary presentation


To get acquainted with target vocabulary.

The teacher starts asking students if they protect the environment and the actions they do to help nature. The teacher writes on the board some expressions for giving opinions and encourages students to use them to express their ideas: I (really) think that … - I believe (that) … I’m sure that … - In my opinion / My opinion is …

The teacher tells students that they are going to be given the worksheet “I am eco-friendly” (See appendix 1). Students work individually and the teacher explains what they need to do in the worksheet:

1. They are going to match the environmental problem to its consequence. Answer key: a. deforestation b. pollution c. global warming d. Water pollution e. ice cap melting f. ocean trash

2. Students are going to choose from a vocabulary list the best word to complete a suggestion for helping the environment and they are going to write two more ideas.Answer key: a. Use b. Turn off c. Recycle d. Reduce

3. Teacher clarifies the use of imperative form so students can use it to write more ideas to help the environment.

Finally, students are asked to share their answers with the whole class

5 minutesT- S

10 minutesIND

5 minutesT- SS

Stage aims

Procedure



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Video task


To raise awareness and understanding of consequences of human actions on nature

Pre-video stageStudents will be given a word search with some relevant vocabulary that they will find in the song: deforestation, forest, flowering, fields, earth, ecosystem, planet, rain, blood, war, ocean, wildlife, flora, vegetation, plants, endangered. (Appendix 2)

They look for them and then, they say what they think the relationship between the vocabulary and the song is. The teacher writes on the board some examples of human actions using the vocabulary and the frequency adverbs. (List of frequency adverbs in left on the board for later reference)

While-video stage: Reflecting time!

The students watch the video “Planet Earth song” by Michael Jackson https://www.youtube.com/watch?v=yfHN9loqAJkWhile watching the video, students fill in the chart with some information about the video regarding some specific information. (Appendix 3) Something that calls my attention is… Suggestions for human actions observed in the video. Names of places and people in the video Your reflection about the video

Post-video stage: Giving my opinion!

Finally, after working on the video, students share their ideas and the teacher writes on the board the most relevant information told by the students.

10 minutesINDT-S

10 minutesIND

5 minsT-SS

Stage aims

Procedure



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Poster design

Poster presentation



To exchange opinions using the target language.

To express my opinion and give advice using English language.

Creating a poster!Students work in groups of three to create a poster. They have to use as many of the expressions and vocabulary learnt during this lesson as possible. Students give some green suggestions for protecting their environment. Teacher writes some examples on the board:Leave lights off at night, classify the garbage, put empty tins and bottles in recyclable bins, etc. Teacher monitors group work and gives some feedback during the poster design.

Sharing TimeT asks groups to regroup in 6 (2 groups together) to present their posters.

After the presentations, feedback is conducted. Listeners focus on giving positive comments and opinions about each poster. The teacher gives some feedback on any repetitive mistakes (language in use, pronunciation) that could have been identified.

20 minutesGW

T monitors

10 minutesGW-GW

T monitors

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing

(20 min)

(10 min)


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Wrap up

Materials Needed


To motivate students in their target language use.

Finally, the teacher will provide students with positive feedback on the lesson and also encourages correction on pronunciation issues identified in the lesson.

5 minsT- SS

Stage aims

Procedure

1. Video Beam, 2. laptop, 3. speaker device, 4. markers, 5. magazines, 6. colour markers,

7. scissors, glue.8. A set of copies of the

worksheets per student in class.



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I AM ECO-FRIENDLY

Worksheet 1

1. Fill in the gaps with the appropriate words from the box to complete the information about envi-

ronmental problems.

a. ______________________is destroying large areas of tropical rain forest.

b. Car exhaust is the main reason for cities’ __________________.

c. The destruction of the rainforests contributes to_____________.

d. ___________________can cause an entire ecosystem to collapse

e. Global warming is the only possible explanation for the accelerating _______________

f. ____________is having catastrophic effects on the ocean animals

2. Read the sentences and circle the best answer.

a. Use / throw away reusable bags and containers.

b. Turn off / turn on lights, the TV and other appliances when you are not using them.

c. Waste / recycle plastic, metal, glass and paper.

d. Reduce / increase the use of paper.

3. Write three more ideas to help the environment

a. _____________________________________________________________________

b.______________________________________________________________________c.______________________________________________________________________

Mariluz Murcia, Luis F Gomez, Mark Forbes. (2016). Way to go 8. Retrieved from https://drive.google.com/open?id=13K266LXpwzzq-NSXRevTBGeSkFG5ezNp

global warming - ice cap melting - ocean trash - deforestation - water pollution - pollution8


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Worksheet 2


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Something that I found interesting was... Suggestions for human actions observed in the video

Names of Places and people in the video Your reflection about the video

Worksheet 3

Survey

• Write about these topics while you watch the video “Planet Earth song” by Michael Jackson


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References

Ministerio de Educación (2016) Way to go 8. Recuperado de:http://aprende.colombiaaprende.edu.co/es/node/94010

Suggested Curriculum Structure. Grades 6th to 11th. Ministerio de Educación Nacional. 2016

grade - colombia aprende€¦ · the group that guesses more words wins the game. as they finish...

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