1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: E.E.S N°1
Año y sección: 1° II
Nivel lingüístico del curso: Beginers
Cantidad de alumnos: 21
Tipo de Planificación: Clase
Unidad Temática: The Environment
Clase Nº: 23/24
Duración de la clase: 105’
Fecha de la clase: 26/09
Fecha de entrega de la planificación: 19/09
Learning Aims
During this lesson, learners will be able to…
Acquire new words and expressions related to the topic Climate changes and
Pollution.
Foster their listening skills by watching to a National Geographic video
Develop their reading skills by reading to a fragment of the video
Develop their writing skills by writing an informative text about how to take care of the
environment
Reflect on Environmental Awareness Day, which is celebrated in our country on
September, 27th.
Use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Cities:
Rome, Beijing, New York,
Paris, Sydney, Tokyo, Los
Angeles.
Describing the city they
would like to visit
Would like to
Possessive determiners: its
2. Iconic Places:
The Colosseum, The Eiffel
Tower, The Great Wall, The
Statue of Liberty, The Sydney
Opera House, Tokyo Tower,
Disneyland.
N
E
W
- Buy a present for my
mum/dad
- Have a meal at a fancy
restaurant
- Share the money with
my sister/brother
- Treat my friends to a
lunch
- Go to a
baseball/football game
with my family
- Donate the money
-
Talking and commenting
about: Climate changes and
Pollution.
Simple present singular and
plural forms
Pronouns: We/They/It
Materials
- Photocopies
- Downloaded video: https://youtu.be/e6rglsLy1Ys
- Cell phones
Procedures
- Ask them how they are and take attendance. Then, ask them what date it is and write it on
the blackboard.
In order to introduce students to the topic, and to activate their previous knowledge and
interest,
I will show students an image about Pollution related words for 10 seconds, and I will ask
them to read and write down on their folders at least 3 words. I will repeat the activity if
necessary.
Then, I will ask students to share their notes on the board and with the class.
3. Scaffolding strategies: showing an image with words related to the topic, and giving them time
to read and write the ones they catch.
Transition comments: Well done! Now, we are going to watch a video to understand and
reflect on What the Air Pollution is.
Before watching: 10
I will ask students to open their English folders, I will give them a photocopy to help them with
the text vocabulary.
4. WHILE WATCHING: 10 min
I will play the video, and I will stop it after the 10’’
And I will make personalised questions, for example:
Bauti, can you tell us what the video is about? Possible answers pollution, environment. Yes!
It’s about air pollution.
Sofi, air pollution consists of ….. What? What can you tell us about that?
Then, I will continue, and stop again, to make another question, in order to keep them
attending while watching.
I will play the video just up to minute one.
5. After watching: 20
I will give them a photocopy with the words of the video up the minute 1.
I will give them 3 minutes to read the text for themselves.
Then, I will write the following sentences about Air pollution definitions on the board, and I
will ask a volunteer to complete them as in the text. After that, I will ask them to highlight the
full sentences on the their copies.
1. AIR POLLUTION CONSISTS OF__________________.
2. AIR POLLUTION COMES FROM___________________.
3. BUT MOST AIR POLLUTION COMES FROM_____________________.
4. AIR POLLUTION CONTRIBUTES TO ______________________.
Focus on grammar
I will encourage students to come up with the rule for the use of the simple present and the
corresponding pronouns.
I will ask them to read the text one more time, and find the verbs in bold.
Then, I will ask them to identify the pronoun to develop awareness in the use of the simple
present in both the singular and plural forms.
6. Finally, I will give them a photocopy and I will ask them to complete the following chart
PRONOUN VERB
WE BURN FOSSIL FUELS
THEY
IT
Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Using images, texts and models to develop students’ awareness and
autonomy on their reading.
Transitions comments: Great job! Now, let’s practice our creative skills by creating an infographic to
develop awareness about Air pollution in the context of the Environmental Awareness Day, to be
celebrated on September 27th
, including specific information:
Pre-writing activity 10’
I will show them following models to help students with their productions
7. Writing activity: 25 min
I will ask students to work in pairs. Then, I will ask them to create an infographic including
the following information.
1. AIR POLLUTION CONSISTS OF__________________.
2. AIR POLLUTION COMES FROM___________________.
3. AIR POLLUTION CONTRIBUTES TO _____________________.
4. WHAT CAN WE DO?____________________
8. After writing activity: 15 min
I will ask students to share their productions with the class.
Scaffolding strategies: providing models to create their own infographics, working in pairs and
providing opportunities to practice their creative skills.
Transitions comments: Great job! Now, let’s socialize your productions with the whole class and with
the whole community.
I will ask them to send their works to the WhatsApp group, because they will be uploaded to
the school IG in the context of the Environmental Awareness Day, which is celebrated in our
country on September, 27th.
Scaffolding strategies: Giving them time to reflect on the language by their own. Giving examples, and
recasting to English when necessary. Giving them the opportunity to use the target language with a
meaningful and communicative purpose.
Transition comments: Great job! You have raised awareness on environmental issues. So remember,
the environment matters.
It’s time to say goodbye! See you next Tuesday!
Each activity must be described in terms of the following components:
Timing
Activity description and instructions as they will be said to students (include
direct speech)
Scaffolding strategies
Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
