This lesson plan aims to teach 15 secondary students about environmental issues like pollution and the importance of reducing, reusing, and recycling. The 40-minute lesson consists of several stages: a routine warmup, presentation of new vocabulary, a survey about students' habits, group activities matching conditional sentences about environmental issues, and a closing activity where students share their plans to help the environment. Throughout the lesson, the teacher uses various online resources like Google Slides, Forms, and Jamboard to engage students and check their understanding, while scaffolding their learning with questions, modeling, and feedback.
1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Práctica Docente III - Nivel Secundario
Plan 2015
Tutor’s name: Aurelia Velázquez
Assignment: Unit 1
Students’ names: Zentner, Valeria - Risso,
Guillermina - Orelia, Analía
Emails: aorelia769@gmail.com, guilleminarisso2@gmail.com,
zentnervaleria@gmail.com
2. - ENTREGA DE PLANIFICACIÓN -
Curso: 3° Año - Secundaria Ciclo Básico
Nivel lingüístico del curso: Pre-Intermediate
Cantidad de alumnos: 15
Tipo de Planificación: Clase 2
Unidad Temática: 3Rs
Clase: 1
Duración de la clase: 40 minutos - Zoom meeting
Learning aims:
During this lesson, learners will be able to…
- Understand the environmental problems and their consequences
- Consolidate vocabulary from previous class;
- Develop their critical thinking skills;
- Develop interpersonal, social and communicative skills through group activities;
- Promote awareness of the importance to recycle, reuse and reduce.
- Express meaning and develop creativity by talking about possible situations and their
results/consequences using Second Conditional structures;
- Learning focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
environmental issues
The 3 Rs reduce,
reuse and recycle.
● Giving opinion
● Classifying different
issues
Present Simple
My father takes the
garbage out on
weekends.
3. N
E
W
● New Vocabulary
referred to
Environment/ recycling
pollution, waste disposal
contribution, contribute,
contributing
pollution, pollute, polluting
and others related to
environmental problems
● Giving advice
● Hypothesizing or
predicting changes
Modal Verbs
● would + verb
● could + verbs
● If Rule, 2 nd
Conditional
If I had to recycle, I
would/ could / start
with bottles
Materials and resources:
➔ Google Slide presentation with photos and activities. Available at
https://docs.google.com/presentation/d/1-
tiHc7F4Lr65h9O4RGtY8dcD9W1sT87QQIrBb45wmYQ/edit?usp=sharing
➔ Google Forms, Survey about habits. Available at
https://docs.google.com/forms/d/e/1FAIpQLSeIR_zD-8s2P-_Y2K96yT3-
NK_33Zz31bQMmqNMUdNBRCQ_xw/viewform?usp=sf_link
➔ Google Jamboard - Online poster. Available at
https://jamboard.google.com/d/1xyHJdjfxE8ufRBtjkBZ1gHbT5TC0-0yEsAV-
vgDWWKw/edit?usp=sharing
NOTE: All of the activities are described as suggested by the tutor, in terms
of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each activity.
Lesson stages:
Routine
● Timing: 3 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will greet the children by saying ‘Hello everyone, how are you today?’ while making
a greeting gesture with my hand. I will also check that we all can hear and see each
other well by saying ‘Can you see and hear me? What about you? Do you have your
microphones and cameras open? Great!’
4. ● Transition comment to link each stage of the lesson with the next one:
‘Okay my students, I have a question for you all. I want you to think carefully about it
before you answer. Here it goes… Imagine rivers with lots of bottles or paper, what
happens to fish? Imagine a forest or your town full of rubbish… What are the
consequences then?
Warm-up and Presentation
● Timing: 12 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will share her screen to show a Google Slides presentation which contains
pictures of air, land and water pollution, and ask students to describe what they can
see. Then, she will say ‘What do you think now? What impact does rubbish have on
land, air and water?’ She will guide students by asking more questions, such as ‘How
does the kind of pollution you see on the pictures affect human beings? and animals?
Who do you think is responsible for this?’.
https://docs.google.com/presentation/d/1-
tiHc7F4Lr65h9O4RGtY8dcD9W1sT87QQIrBb45wmYQ/edit?usp=sharing
After having discussed so, the teacher will show the second slide of her presentation
and say ‘As you may well know, we could be responsible for all the rubbish that
pollutes our lands, our oceans and rivers, and also the air we breathe. Of course, not
all rubbish is the same. There are different types, organic as egg shells, and inorganic
as a piece of cardboard. Now, look at these pictures, can you classify them?’. The
teacher will explain to the learners that they are allowed to write the screen with the
Zoom writing options. She will say ‘If you want, you can use the Zoom Pen to circle
organic rubbish in green, and inorganic rubbish in red’ while demonstrating how to do
so on the screen.
5. After that, the teacher will send a Google Form link through the Zoom chat and say
‘Now that we have discussed pollution, let’s see how much rubbish we produce at our
homes! Open the link I sent you through the chat, read the questions carefully and
answer them with honesty, please! They are totally anonymous!’. The purpose of this
activity is for students to recognize what practices they do and don’t to help protect
the environment.
https://docs.google.com/forms/d/e/1FAIpQLSeIR_zD-8s2P-_Y2K96yT3-
NK_33Zz31bQMmqNMUdNBRCQ_xw/viewform?usp=sf_link
The survey results will be shared on the screen once they all have finished answering.
In this stage, students can reflect about their habits and costumes and know more
about otherness. The teacher can guide a brief debate about some costumes or why
they are so, different people may have different habits, so tolerance and well being
are part of the day by day awareness as a person in today’s world. However, everyone
needs to contribute to make this world better.
● Transition comment to link each stage of the lesson with the next one:
‘Okay everyone, we have seen the results of the survey. If you had to change your
habits regarding rubbish, how would you do so? What would you do?’
6. Development
● Timing: 15 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will share the Google presentation again, but this time with a different
slide (see illustrative sample). She will say ‘Okay, now that we have seen our habits
regarding rubbish… How would you change them? For example, If I had so many
plastic bottles at my house, I would reuse them to make flower pots’ while making
emphasis on the second conditional structure and writing the sentence on the slide.
She will continue, “Besides, what would happen if people continued throwing plastic
bottles into the river. If people continued throwing plastic bottles into the river, the
water would become polluted” while making emphasis on the structure and writing the
sentence on the slide, again. She will highlight the conditions in yellow, and the
possible consequences in pink while saying ‘As you can see, if these conditions in
yellow took place, these results in pink would be the consequences. And we all agree
that they are not good ones!’.
As a following step, the teacher will explain to the students that they are going to be
randomly divided into three groups of five students each, and that each of them will
work separately in Zoom break-out rooms. Before the students get into the rooms, the
teacher will explain the activity as follows “Here you have an example of the slides you
are going to work on. On one side, you have certain conditions, and on the other side
you have possible consequences to the conditions. Okay? You are going to discuss
in groups how to match these sentence halves to make complete sentences. You can
write them down on your notebooks”. As we can see the purpose the sentences
addressed are focused on the learners´ daily life and activities/habits close to them
and their ages. Besides, it elicits them to reflect on what they usually do, and if it is
right or not.
While students are in their rooms, the teacher will join each of them so as to guide
them through the activity and check if there are any difficulties. If they need help, the
teacher may guide them by saying ‘Okay, read the first condition. Which of the possible
consequences on the list is more accurate? Okay, match them with the Zoom pen!’,
7. or maybe ‘If you don’t understand any word, you can use your dictionaries to look them
out’.
It will be also explained that after having finished matching the sentence halves,
students have to think of one or two more examples of possible consequences.
Besides, they can think about more examples of what they can do at home to decrease
rubbish production.
8. Break out rooms Slides - Available at https://docs.google.com/presentation/d/1-
tiHc7F4Lr65h9O4RGtY8dcD9W1sT87QQIrBb45wmYQ/edit?usp=sharing
Sentences results - Teacher notes:
● If there were much garbage in your neighbourhood, it would look ugly and it would harm the
lives of the human beings and animals that live there.
● If I found tons of papers piled in front of your house, I would take it to a recycling center to
make recycled paper.
● If everybody did their part, the Earth would be cleaner
● If we found cans of food, we could reuse them to make toy phones.
● If people used reusable biodegradable products, there wouldn't be so much plastic waste.
● If I were part of Greenpeace, I would create new measures for people to respect the law.
● If people continued throwing rubbish in forests, animals could suffer severe consequences.
● If everybody reused their clothes, they could redesign them and throw less.
● If we all reduced the production of rubbish, we would see positive effects on the land, water
and air.
● If we reused glass containers to store jams at home, there would be less glass waste.
● If we brought our own coffee cup when we go to coffee shops, we would reduce the
consumption of plastic cups.
● If we found empty plastic bottles, we could recycle them to make flower-pots.
● If we had organic garbage, we could compost to fertilize the soil.
● If we had empty bottles, we could fill them with plastic containers and labels to make recycled
bricks.
● If we found cans of food, we could reuse them to make pencil boxes.
When everybody finishes the task, the teacher will join them together as a whole in a
class and encourage them to check their sentences by interacting among peers. She
may say ‘All right Group 1, do you want to share your sentences? What conclusions
9. did you get?’. After that, students will be invited to share their own examples of what
they can do at home to decrease rubbish levels.
If the teacher notices any mistake regarding grammar, she will share the white board
and ask the student to repeat the sentence that has a mistake. She will ask learners if
they find a mistake. If they don’t, the teacher may go back to one of the examples
provided before and say ‘Okay, pay attention to how the condition/consequence is
written in this example. In the sentence provided by X, it is the same? How can we
correct this?’
After that, the teacher will say ‘Ok, you did an excellent work! Now focus on the key
words we find in the sentences we made up. What words do you think are related to
the topic? You can send them through the chat.
Expected words to be mentioned:
nouns verbs
pollution pollute
creation create
contribution contribute
reduction reduct
increase increase
● Transition comment to link each stage of the lesson with the next one:
‘Well, we have discussed a lot today! What do you think now? If you had to change
your habits to help the environment, what would you do?’
Closure
● Timing: 10 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
At this point of the lesson, students may have drawn some conclusions on how to
change their habits and behaviours regarding rubbish and environment. The purpose
of this final stage is to state those conclusions and share them with the class.
The teacher will share a Jamboard slide on the screen, and also the link through the
Zoom chat so everyone has access to it. She will say ‘Okay, here we are going to write
our conclusions, thoughts and plans based on today’s topic. What would you do to
help stop environmental pollution? I will go first. A good way to stop pollution would be
recycling. So, If I had to recycle plastic containers, I would make flowerpots’, making
emphasis on the second conditional structure. While doing so, she will demonstrate
how to add “post it” notes and pictures to illustrate.
10. As a final step, the teacher will invite students to briefly write their conclusions and
plans using the second conditional structure. She will say ‘You can add your ideas
now, too. In the forthcoming days, I want you to upload photos of what you have done
at home. I'm sure you’ll do a nice work!’.
Online poster - Jamboard
https://jamboard.google.com/d/1xyHJdjfxE8ufRBtjkBZ1gHbT5TC0-0yEsAV-
vgDWWKw/edit?usp=sharing
● Transition comment to link each stage of the lesson with the next one:
‘That’s all my beloved students! You’ve done such a great job today! I’m really
looking forward to seeing your photos and news on Jamboard. See you next time!’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Well done!!
11. Go over comments and make the necessary adjustments before recording
your lesson.
