Length of Class: Number of students: Language Focus: LESSO LA fileLesson lan designed 2 8 GRADE t...

LESS

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PLA

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Gustavo Adolfo Gutiérrez RodríguezI.E. DISTRITAL EL CASTILLO DE LA ALBORAYA

Barranquilla

Lesson plan designed by:

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8GRADE

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Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainability: Human Actions

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 exchange information on human actions and the way they affect the environment.

• To talk about the actions in order to protect the environment.

• To listen to classmates in order to recognize their daily practices and the impact they may have in the environment.


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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 first lesson in a series of nine lessons for module 1. In 7th grade, module 3, students were giving recommendations about the protection of the environment and exchanging information about every day activities related to the use of resources like water. This module has led students to think about some good environmental practices and how they are put into practice in daily life.

In this lesson, students will recycle and learn some verbs related to human actions and environmental practices. In the next lesson, students will describe their concerns, likes and interests in order to talk about some ideas that can be implemented in their community to solve an environmental issue they are dealing with.

Identifies the structure of information questions.

Requests information from classmates about human actions in the environ-ment through information questions previously rehearsed.

Recognizes his/her own environmental practices and those of others.

Works in pairs/groups in order to prepare the questions he/she will use during the lesson.


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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 • Environmental practices: Reducing carbon print, recycle, waste.

Simple present tense is used to the to refer to events, actions, and conditions that happen all the time, or exist now.

Wh- questions in simple present:

The suffix for third person singular verbs in the simple present tense is pronounced differently depending on the sound of the last syllable of the verb:

Sequence connectors.

Learning through interaction

Subject Affirmative

Singular

I I play/study/teach/run

You You play/study/teach/run

He He plays/studies/teaches/runs

She She plays/studies/teaches/runs

Plural

It It plays/studies/teaches/runs

We We play/study/teach/run

You You play/study/teach/run

They They play/study/teach/run

Wh- word Auxiliary Subject Verb in base form Question mark

What

Where

When

How

How often

Do

Does

I, you, we, they

He, she, it

Play, study, teach, run

?

Sound of the last syllable of the verb Pronunciation of the suffix Example

voiceless sound: p, pe [p]t, tt, te [t]k, ck, ke [k]f, gh [f]th [θ]h [h]y [j]

Unvoiced s [s] breaks [breiks]

Voiced sound: m, me [m]n, ne [n]ng [ŋ]b, be [b]d, de [d]g, ge [g]v, ve [v]th [ð]w [w]r,

re [r]l, ll, le [l]voiced z [z]

Sounds like: s, se, ce [s]*z, ze [z]sh [š]ch [č]j, dge [ĵ]

voiced ez [әz] voiced z [z]

Sounds like: [s], [sh], [ch], [z], [j] -es is pronounced as a separate syllable: [ɪz]

Misses [mIsәz]


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Anticipated problems: Planned solutions

Make students work in pairs or small groups so they practice with peers before speaking to the whole class.

Give students time to receive feedback from peers before they use their questions in interactions.

Include stages to review previous knowledge on human actions/environmental practices and simple present affirmative/negative.

Students may feel scared of speaking in English in front of other people.

Students may have trouble to prepare their questions.

Students may have forgotten some vocabulary and grammar previously practiced.

8Pre-task

During the task

Time and Interaction


To identify information about environmental practices

To describe their own environmental practices.

Teacher (T) asks students (SS) to get in pairs and gives them a worksheet with an incomplete text about the environmental practices of students at a Colombian school: 1. Ss read the text silently.2. Ss complete the text with the words from the boxes (verbs/vocabulary about environment).3. T asks Ss to read the text aloud in order to check answers.

T monitors while SS work in pairs.Answer key: Environment, classify, waste, containers, categories, compost, recycling, trash.

T gives Ss a worksheet with a survey to complete. It is about their environmental practices and the ones that some of their classmates do:1. Read the questions on the chart and complete with his/her own answers on the column ME2. Share answers with the partner next to him/her to find similarities, make corrections if necessary and practice pronunciation.

T monitors while SS work in pairs to answer the survey and gives any language support needed.

10 minutesPW

15 minutesINDS-S

Stage aims

Stage aims

Procedure

Procedure

Review on human actions/environmental practices

Survey part 1

(10 min)

(15 min)

Total Stage timing

Total Stage timing


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During the task

During the task



To exchange information about environmental practices.

To share the findings

T tells SS to ask two classmates the questions on the survey:

1. SS Walk around the class asking two different people the questions on the survey.2. SS Write in their notebooks their classmates’ answers.

T moves around the classroom to monitor and make sure SS use the English language.

T asks Ss to share the findings in their survey with the rest of the class:

1. T asks for volunteers to read each question on the survey out loud.2. T asks two volunteers to share their answers for each question.3. T asks for two volunteers to share some of their classmates’ answers.

10 minutesINDS-S

10 minutesWhole class

(WC)S-TS-S

Stage aims

Stage aims

Procedure

Procedure

Survey part 2

Report on chart findings

(10 min)

(10 min)

Total Stage timing

Total Stage timing


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During the task


To recognize the structure of information questions

T asks SS to work in pairs to determine what words are used to ask for information about people’s practices.T writes the question What do you do with organic waste? on the board and uses different color markers to highlight the Wh- word, the auxiliary, the verb and the complement.T tells students this kind of questions help them get information about people’s routines or common actions.T asks Ss to highlight the elements of the information questions in the survey they have just practiced with and then share their findings

10 minutesPair work (PW)

T-SS-SS-T

Stage aims

Procedure

Language workTotal Stage

timing (10 min)


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During the task


To create a survey about environmental practices.

T tells SS to work in pairs to create their own survey based on different environmental practices suggested. The topics are listed on the board: Plant trees, water plans at home/your school/your neighborhood, rescue abandoned animals, pick up rubbish public places, volunteer at a community garden, classify waste, reuse materials in their original form, pass materials to others so they can reuse them, turn off appliances when not in use, use organic waste to make compost, carry waste in your backpack until you find a trashcan.

Students need to:- Choose three environmental practices from the list written on the board.- Make a chart in their notebooks to write their own survey.- Create three questions with the environmental practices chosen. -Write the three questions in the chart.

T monitors while SS work in pairs to create their own survey and gives any language support needed.

15 minutesPWS-S

T monitors

Stage aims

Procedure

Survey design

(15 min)Total Stage

timing


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After the task



To raise awareness and understanding on the target language

From common problems found in the students’ interactions during the development of the task (pronunciation, lexical phrases, phrase structure), T leads a section to correct them by asking students what were the mistakes they listened to and what are the corrections.

10 minutes

IND.S-S

10 minutesWCT-SS-T

Stage aims

Procedure

During the task

To exchange information about environmental practices.

T tells SS to ask two classmates about their environmental practices based on the survey they designed. SS go around the class and ask two classmates about environmental practices and write on their notebooks the answers given Once SS have finished doing the survey, T writes on the board expressions to report findings in the survey: We found that…, Maria says she…, Pedro says he…, etc.T asks volunteers to share their findings using the expressions to report. T moves around the classroom to monitor and make sure SS use the English language.

Stage aims

Procedure

Survey conduction

Feedback section

(10 min)

(10 min)

Total Stage timing

Total Stage timing


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Materials Needed

1. Copies of worksheets 1 and 2, 2. markers.


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Review activity

Worksheet 1

Aim: To identify information about environmental practices.

Complete the text with the vocabulary in the box:

My name is Juan Carlos; I am student from I.E.D. Castillo de la Alboraya in Barranquilla. I am in eighth grade and our teacher works with us in a project to protect the ___________ with simple actions. In our classroom, for example, we ________ the waste in different containers: one for organic _______, one for plastic, one for paper and one for trash. When we eat something we put the waste in one of the ____________. After that, every two days, we also take the containers to the entrance of the school, students from other classes do the same and, then, we all put the waste together according to the ___________. Finally, we do different things with the wastes: we make __________ with the organic waste, we give the ____________ material to a neighbour that works as a recycler and we put the _________ in a big bag, so that the trash truck can pick it up.

categories – environment – recycling – containers – trash – classify – waste – compost8


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Survey

Worksheet 2

Aim: To exchange information about environmental practices.

1. Read the questions on the chart and complete with your own information (column “Me”) 2. Share answers with the classmate next to you to find similarities and make corrections if necessary 3. Practice the pronunciation.4. Ask two other students about their environmental practices, using the questions in the survey.

Questions MeStudent 1

________________Student 2

_________________

Where do you put the packets of the food you eat?

What do you do with the trash when you cannot find a trash can?

What do you do with organic waste?

How often do you recycle?

What actions do you do to protect the environment?


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References

Cambridge dictionary. (2018). The present simple. Retrieved from: https://dictionary.cambridge.org/es/diccionario/ingles/present-simple

IEDA. (2018). Pronunciation & spelling of third person singular. Retrieved from: http://eoimarbella.es/semi/EOI_IN3_U1_T1_Contenidos_v10/411_pronunciation__spelling_of_third_person_singular.html

MEN. (2016). Way to go 8th grade students book. Bogotá. Richmond.

MEN. (2016). Pedagogical principles and guidelines suggested English curriculum. Bogotá.

MEN. (2016). Suggested curriculum structure 6th to 11th grade. Bogotá.

National institute of environmental health sciences. (2018). Reduce, reuse, recycle. Retrieved from: https://kids.niehs.nih.gov/topics/reduce/index.htm

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