Slide tpe barth_planificación 1_segundo período_primary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Barth María Pía
Período de Práctica: Segundo período
Institución Educativa: Colegio Jean Piaget
Dirección: Paseo de los carpinteros 5187, Bariloche
Grado sección: 6° grado
Cantidad de alumnos: 26
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad Temática: “Salvando el planeta”
Clase Nº: 1
Fecha: 10/06/15
Hora: Desde 15:05 hs hasta 16:05 hs
Duración de la clase: 60 minutos
Fecha de primera entrega: 05/06/15
Teaching points: vocabulary about environmental issues: pollution, earthquake,
chemicals, drought, renewable energy,
Aims or goals: During this lesson, learners will be able to:
 Identify the new vocabulary presented in a meaningful context.
 Give and express their opinion about the importance of saving our
planet.
 Develop their listening and speaking skills by watching a video and
talking about it.
Language focus:
Functions Lexis Structures Pronunciation
Revision
Talk about
and describe
our planet
and some
natural
disasters.
Hurricane,
weather,
planet, Earth
There is
(noise,
smoke)
there are
(hurricanes,
climate
changes, etc)
Weather
/ˈweðəʳ/

2. New Talk about
pollution and
the different
ways to save
our planet.
Pollution,
environment,
chemicals,
rubbish, oil,
gases,
drought,
earthquake,
renewable
energy,
Must, musn’t,
don’t have to,
should
/mʌst/
/ˈmʌsnt/
Teaching approach: “communicative approach”
Integration of skills: I’ll integrate listening, speaking, reading and writing by
watching a video related to the environment, learners will watch the video and
then they’ll share their opinion about it.
Materials and resources: video, computer, projector, poster, pictures, pieces of
chalk, masking tape, copies,
Seating arrangement: Students will be sitting down in a horse shoe way to
facilitate visual contact.
Possible problems / difficulties and their possible solutions during the class:
The projector could not work properly; I will have the video downloaded to my
computer just in case.
Classroom management strategies: Some students might be a bit talkative, I will
use some rhymes to bring them back to the class, such as “1,2,3…silence please”
I‘ll also vary my tone of voice.
Potential problems students may have with the language: Some students might
find it difficult to understand the instructions, I will repeat the instructions
twice and I will check comprehension by asking those questions.
Assessment: Listening and speaking skills will be assessed by asking students
different questions related to the video in order to check they have understood
it.

3. Procedure:
 Routine (3’ minutes)
I’ll greet my students “hello children! How are you today?”
Then, I’ll choose my helpers, my helper boy will wear a tie and my helper
girl will wear a necklace. I’ll ask one of them to copy the date.
 Warm-up (7’minutes)
I’ll display a poster on the board with the following phrase “Save the
environment” I’ll ask students “Can you explain this phrase through
examples? Look! I have here some pictures to help you to illustrate it…what
other examples can you name?” smoke, chemicals, rubbish, oil, gases and
noise. (I’ll display the pictures on the board and I’ll elicit their names.

4.  Presentation (15’ minutes)
I’ll say “you know that yesterday I was surfing the web and I found a video
that made me feel a bit sad… would you like to watch it to find why it was
sad for me?” I will have the video downloaded to my computer. I’ll turn off
the lights to create a suitable atmosphere for watching and I’ll play it with
the projector. At the end, I will ask my students “what can we do to help the
planet? Do you consider it important to recycle? Do you and your family
recycle things at home? What other things can you do to help the planet?
What do you think is the worst type of pollution? Why?”
https://www.youtube.com/watch?v=bn8R_XqjjI0
While watching activity
Circle the words you listen.
Tornado- hurricanes- earthquakes- droughts- landscapes- avalanches- floods-
reuse-

5.  Development
 Activity 1 (8 minutes)
I will say “Well, I’ve here some copies with sentences related to pollution but I
have a problem…they are incomplete! Can you help me please to complete
them using the vocabulary from the pictures that are on the board?” I’ll ask my
helpers to give out the following copy to complete with words related to
pollution. I will provide students with time to complete it, and then I will ask
“We live ina wonderful world, full of life, full of colour, full of beauty but in recent years our
world has been debased by hurricanes, earthquakes, floods and droughts…
What doesthe future holdforthe planetearth?The place we all called home. Climate change
can destroythe worldwe live in.scientistpredict that within 50 years many parts of our world
could be under 20 cm of water. We can prevent this if we all work together.
There is still time as to save our world, solar panels, windmills and underwater turbines are
beenusedtoproduce renewable energy. These are sources that can be used again and again.
Although there are still many more things we can be doing.
Things that you and your family can do together. You can reduce the amount of waste you
produce,thiscan be done by beenmore resourceful with the things you use and buy. You and
your familycanrecycle manyitemsinyourhome.Justlookat whatyou can reuse,jars,bottles,
bag... Did you know that 100,000 tons of carried bags are been throw away every single year?
This is the same weight that 70,000 cars. You and your family can stop this by simply reusing
your bags rather that throwing them away. Many of the items you use can be recycling: cans,
bottles,paper,evenelectrical goodsand food can be recycling. It is important we don’t throw
these items away. You used can be easily become part of your new car, and your used glass
bottle can be made in your new window’s home. So, make sure you use a recycle bin every
time.
There are manysimple thingsthat you and your family can do around your home. Plant a tree
in your garden and watch it grow. Make compos with your left over food and grow new food.
When the weather is nice hang your clothes outside to dry. All these can not only save the
environment, they can also save your family money. What we have right now is a chance to
preserve our future. Tell your parents, grandparents and friends to do the small things that
can. We musttake step by step to be sure that you have a future to grow up here… person by
person, family by family; community by community… together we can make a difference!”

6. different students to read the sentences aloud to check the answers. SS will
work individually.
Transition: “very well children! As I found the topic very interesting, I
continued investigating and I found some ideas to help the planet”
 Activity 2 (12 minutes)
“Look I brought you some pictures which show that our planet is in trouble.
Can you help me to think possible solutions?” I’ll encourage students to
name possible answers. I’ll also stick a “sad” world picture on one side of the
board and on the other side of the board I’ll display a “happy” world. I will
tell students “I have some pictures with the solutions but I’ve lost them…can
you help me to find them? I will pay some music on and you will have to find
them. If you find one of them match it with the corresponding problem.” I
will play some music on and students will look for the pictures around the
class (I will hide them in advance). For the following class, I’ll stick the
pictures and solutions on a poster to display in the class. (Pictures taken
from The Teachers’ magazine)
Complete the sentences
1. Farmers use ___________________ on plants and we eat them in our
food. chemicals
2. Ships put______________in the sea and it killswildlife. oil
3. Cars produce _________________ which warm the Earth. gases
4. People throw away too much ____________rubbish
5. When there is a lot of ______________, I can’t sleep. noise
6. People may become ill when there is a lot of _______in the air. smoke

7.  Activity 3 (10 minutes)
Students will listen to four people talking about pollution. (World quest 2 cd
2) They will have to say what types of pollution they mention. I will hand
out some copies with the speakers’ names to complete, and I’ll say “Great
children, I have also brought you an audio about a group of children that are
talking about pollution. You will have to listen to them and write the type of
pollution that they mention. Are you ready to start?”
AUDIOSCRIPT:
Interviewer We´re talking about pollution on Alive Today. Welcome to the
programme, Cathy. What do you think is the worst type of pollution?
Cathy I think that chemicals in food. Farmers put these chemicals on the
plants. But when we eat the food, we eat the chemicals. Farmers must stop
using chemicals. They´re very dangerous.
Interviewer Thanks, Cathy. Now over to Bill. What do you think?
Bill I think chemicals are bad, but rubbish is worse. In the city it´s terrible.
There is too much rubbish; we don´t know what to do with it. People drop
their food and drink packets on the floor and the cities are very dirty.
They´re horrible to live in. We must stop making so much rubbish.
Interviewer That´s an ambitious programme! Is that Helen on the phone
now?
Helen Yes, it is. I think that oil is the worst thing of all. I mean, it kills poor
birds and animals. It´s horrible and it´s cruel. We must stop ships putting
dirty oil in the sea. Oh, it´s so cruel …
Interviewer Oh dear. Yes, you´re right Helen. We must stop them. Now, a
last call from Tony. Hi, Tony, what´s your opinion?
Tony All of these types of pollution are horrible. But I think that gases are
the worst. These gases are going into the air and they are warming up the
Earth. The weather will change and lots of animals will disappear. We must
use clean forms or energy.
Interviewer Well, that´s all for this week on Alive Today.
 Closure (5’ minutes)
“Excellent children, you worked awesome today, but it’s late and we should
go home. Please, put everything away and leave the class in order”