GRADE LESSON PLAN - Colombia Aprende€¦ · 2. 7.Worksheet 2 about Stations 3. Page 106 book Way...

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LESS

ON

PLA

N

Isabel Cristina Velásquez RodasI.E. SAN JOSÉ

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Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainability: Conservation

90 min

35 -45

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 this session students will be able to express orally activities for environmental conservation in their communities.

• To exchange information about expressions related to conservation of the environment.

• To express, orally and written, strong recommendations and suggestions to avoid environmental problems.

• To discuss orally environmental issues

• To consolidate students range of vocabulary about environment.


2Isabel Cristina Velásquez RodasI.E. SAN JOSÉ

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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:

For the successful development of this lesson students should be acquainted with the use of the present perfect form, mainly with the question form “have you ever...”, and with some modal verbs such as could/couldn´t, should/shouldn´t, have to, etc.

The student specifies activities for environmental conservation in the community.

The student exchanges information related to academic topics.

The student produces oral or written texts, to show information on a topic of interest.

The student proposes simple actions for the conservation of the environment.

The student values the opinions of their peers.

The student respects the environment

The student works collaboratively in order to achieve a common goal.

The student reflects upon the information received about conservation.

The student thinks critically about environmental problems in the school and their communities.

The student organizes their own learning concerning the recommendations about environmental problems



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Content:

Anticipated problems: Planned solutions

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

Lexical:

Grammar:

Discourse:

Conservation, protect, preserve, avoid, save, animals, river/land, plants Natural resources, Global warming, town, school, solid waste, climate change, loss of biodiversity, pollution, water scarcity, deforestation, soil erosion. Expressions: What are the main environmental problematic situations in the town/school? What is the main problem people have with the streams and rivers in the town? Have you ever experienced environmental problems? Have you ever thought about how we can prevent them?

Present perfect (affirmative form)Modal verbs: should, could, must, have to (negative and positive)

To express environmental problems and possible solutions for them.

To provide students with extra explanation and worksheets to review wh-questions

To establish class rules at the beginning to the lesson. In addition, students with potential misbehaviour conducts will be given a specific task, which involves them more in the process.

To take students to the library (or a place with internet connection) to show them flashcards and videos about the environmental vocabulary to make it more meaningful for them.

To show some sentences, related to environmental vocabulary, using the present perfect tense, for students to remember its use.

Students might have problems with the construction of wh-questions

Some students might present misbehaviour issues.

Problems with the comprehension of the new environmental vocabulary presented in class.

Students may have issues remembering the use of present perfect tense.

Warm – up

Time and Interaction

(8 min)

To introduce the topic to students by the use of diagrams.To check previous knowledge and vocabulary about environment.

Teacher (T) shows students (Ss) some scrambled words on the board related to environmental vocabulary. (worksheet 1)

ANSWER KEY: 1. Conservation, 2. Natural resources, 3. River, 4. Pollution, 5. Solid waste, 6. Deforestation, 7. Loss of biodiversity, 8. Plastic bags, 9. Animals, 10. Soil erosionSs have 2 minutes to organize the words in the correct way. They have to write them down in their notebooks and the first S organizing each word raises his/her hand and tells it aloud.

Then, when time is over, T gives Ss another couple of minutes to check the word and the meaning if possible with a partner.

Finally, T and Ss check all the words and their meaning. This could be done by using both English and Spanish.

Individual3 mins

PW3 mins

T - SS2 mins

Stage aims

Procedure

Total Stage timing


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Vocabulary revision task


(17 min)

To get students familiarized with new vocabulary about environment. To engage Ss in the main topic of the class.

This activity can be done with or without technology.

If the teacher has access to a computer or mobile phone, he/she should make sure to create a personal account in the App called “Plicker”. A look to the link below can be taken to see how it works https://www.youtube.com/watch?v=DfUB05xiIGM Before the class starts, Teacher should also print the Plicker codes - which are similar to QR codes - and give one code to every student. These codes are produced by the App.

T explains the game to the Ss. Using a projector, teacher (T) shows students (Ss) an image about the environment and four (4) possible names for it. The image is shown for just 20 seconds. T asks ss to hold up their cards while he/she scans the room with a device (cellphone, tablet, etc). Software displays results in real time. T then shows the correct name of each picture, and ss practice its pronunciation. Ss can compare their own answers with their closest partners

If the teacher does not have access to a computer, showing flashcards and giving 4 options for ss to guess the term illustrated, teacher can ask Ss to look at the pictures and write down their responses. Ss then compare answers in pairs before checking with all the class

T1 min

Individual2 Mins

T-SS14 Mins

PW2 mins

Stage aims

Procedure

ATotal Stage

timing


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Task 1


(20 mins)

To learn and appropriate new vocabulary and use it in a real context. To Develop problem solving

Before the class begins, Teacher should have copied and cut out the cards with terms and definitions provided in worksheet 2. Additionally, T should find suitable pictures to illustrate the terms. These images, names and descriptions should be organized in six (6) work stations around the classroom.

T then divides the class into six groups. Each group is assigned to work on one of the stations. Students should organize and match the pictures to the terms and their descriptions. For instance, Ss find the following information–among other descriptions- in the set of description cards: a prolonged period of abnormally low rainfall, leading to a shortage of water. In the set of names-among others- they find the word Drought and they should also look for a picture showing very dry path/soil. Ss have 2 minutes to organize all the information in their corresponding station. IMPORTANT: T explains by modelling the students’ roles. First T will does it with an unsuccessful match, and then with a correct match

When the game is finished, as a co-evaluation practice, Ss should exchange places with a different group and check each other’ answers while T shows the correct answers on the board or screen. Any explanation of the answer should be given by Ss or T if necessary.

Grouping + instructions

3 mins

GW12 mins

GW5 mins

Stage aims

Procedure

Total Stage timing


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Task 2


(25 mins)

To provide opportunities for using the language

Since most of the important vocabulary about environment is covered and Ss are familiarized with it, T gives every Ss a photocopy of page 106, Way to Go Student’s book 7th. For the first activity Ss must look at a word bank with some vocabulary (climate change, loss of biodiversity, pollution, water scarcity, deforestation, soil erosion), and read the words. Then, they must read the definitions provided (sentences 1 to 6) on the right side of the paper and match them. T gives 3 mins to Ss to read briefly the information.

T asks some Ss to read out their choices – words and definitions. Then, another S has to say if the match is right or wrong.

For activity two from the book (page 106), Ss are going to make groups of 4. They need to read and exchange their answers to questions about environmental issues. T gives Ss six minutes to read the questions and discuss them.

After time is over, T asks Ss to continue working in their groups to write their answers in their notebooks. T invites Ss to follow the example given in the book. In addition, answering to question 3, Ss should write some advice, using modal verbs, on what could be done to prevent these environmental issues. Ex: People shouldn’t waste water while brushing teeth.

T provides all the possible tools for Ss to make this activity; for example: dictionaries, making questions to the T,etc. .T must monitor and prompt Ss for the successful development of the task.

Individual 3 mins

SS-T6 mins

GW6 mins

GW10 mins

Stage aims

Procedure

Total Stage timing


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Language analysis and feedback


(15 mins)

To make Ss interact and to develop social skills about the topic just studied.

T asks 1 S from each group to read one of the questions and answers they wrote. T elicits some correction of possible common mistakes identified. Corrections and suggestions are given if necessary, and T feedback is required. T also asks Ss to think about the effectiveness of the advice offered.

Finally, T asks Ss to think of at least one thing they learnt during the lesson. T says Ss can think of a new word, some environmental advice, or any other things they have found to be important / relevant for them. T asks Ss to share in pairs before asking 2 or 3 Ss to share with all the class. T also gives general feedback on the work done and commends learners on their work.

After the lesson finishes, T takes 1 notebook per group to grade the activity.

S-T-S8 mins

Ind2 minPW

3 minWH

2 min

Stage aims

Procedure

Total Stage timing


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Materials Needed

1. Worksheet 1 about scramble words2. Worksheet 2 about Stations3. Page 106 book Way to Go 7th grade (Appendix 3)4. Smart board, 5. screen or projector

6. White board,7. markers, 8. students notebooks


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Worksheet 1

Scramble words

1. NCOSNVRATIOE2. ANAURLT RROEUCESS3. VRIRE4. LOLTIOUNP5. DSLIO TWSAE6. DFEOESOTARTIN7. LSOS FO EBIDOVIYRITS8. PSLAICT GABS9. NAIAMLS10. SOEILOSRION



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Worksheet 2

Set of definitions

1.a measure of the warmth or coldness of

object or substance with reference to some standard value

2.refers to significant changes in global tempe-

rature, precipitation, wind patterns.

3.the variety of plant and animal life in the

world or in a particular habitat

4.is the introduction of contaminants into the

natural environment that cause adverse change.

5.a situation in which something is not easy to

find or get

6.the removal of a forest or stand of trees whe-

re the land

7.is the gradual destruction and removal of

rock or soil in a particular area

8.is a physical process that results in the phase

transition of a substance from a solid to a liquid.

9.are materials that are poisonous to living

organisms

10.a living organism which feeds on organic ma-tter, typically having specialized sense organs

and nervous system

11.a large natural stream of water flowing in a channel to the sea, a lake, or another river

12.a synthetic material made from a wide range of organic polymers such as polyethylene,

PVC, nylon, etc.



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Worksheet 2

Set of terms

a) Temperature b) Pollution

c) Melting d) Plastic

e) Deforestation f)Toxic Substances

g) Biodiversity h) Climate Change

i) Animals j) River

k) Erosion l) Scarcity

GRADE LESSON PLAN - Colombia Aprende€¦ · 2. 7.Worksheet 2 about Stations 3. Page 106 book Way...

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