Slide tpe barth_planificación 4_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: 4
Fecha: 18/08/15
Hora: Desde 15:05 hs hasta 16:05 hs
Duración de la clase: 60 minutos
Fecha de primera entrega: 15/08/15
Teaching points:
 Revision of First Conditional sentences TYPE 1 (if+present simple/
will+infinitive)
 Revision of vocabulary related to environmental issues.
Aims or goals: During this lesson, learners will be able to:
 Develop their listening and speaking skills by talking about
sustainability.
 Develop their communicative competence by interacting with the
teacher and peers.
Language focus:
Functions Lexis Structures Pronunciation
Revision Talk and
discuss about
pollution and
environmental
issues.
Pollution,
gases,
chemicals,
environment,
recycle,
First
Conditional
sentences
TYPE 1
(if+present
simple/
will+infinitive)
Chemicals
/ˈkemɪkəl/

2. “If people
continue using
plastic bags,
our Earth will
be polluted”
New Talk about
sustainability.
Talk and
discuss about
different
causes and
consequences
of pollution.
Sustainability
Endure
Withstand
Maintain
Teaching approach: “Communicative Approach” and “CLIL”
Integration of skills: I’ll integrate the listening and speaking skills by showing
students a video about sustainability and encouraging them to discuss about it.
Materials and resources: video, computer, projector, masking tape, drinking
sticks, slips of paper with vocabulary,
Seating arrangement: Students will be sitting down in groups of five students.
Possible problems / difficulties and their possible solutions during the class:
 Students may have difficulty to understand the game. So I’ll model it to
be sure that they really got it.
Classroom management strategies:
 If students are a bit talkative and they are not paying attention to me I’ll
say “EYES ON ME…” encourage them to look at me and answer “EYES ON
YOU!”

3.  If they continue talking I’ll use my old technique of writing the word
“HOMEWORK” ON THE BOARD. Students know that every time that I
have to call their attention I will clean a letter and by the end of the class
if I cleaned all the letters they will have an extra homework to do. (this
strategy is successful with this group!)
Potential problems students may have with the language:
Students may feel insecure to apply the First Conditional to refer to probable
situations in the future.In order to help them to overcome that I’ll model and
exemplify it. I will also point to the poster that we have in the class to show
them the word order.
Assessment: I´ll assess students’ performance by asking them questions to be
sure they understood the new vocabulary.
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)
“Hangman game” I will draw some empty lines for students to guess the
word. They will have to name different letters in order to guess the word
“ENVIRONMENT”. If they say a letter that does not correspond to the word
I’ll draw a body part. “Would you like to play “hangman game? Yes! Ok! So,
I’ll draw the lines to help you to guess the word. Pay attention to the spelling
of the word…if you say an incorrect letter, I will draw a body part. Are you
ready to start? Great! Let’s play!”
 Presentation (17’ minutes)
https://www.youtube.com/watch?v=gTamnlXbgqc
In order to introduce some new vocabulary, we will watch a video which
explains the meaning of sustainability and provides students with some
ideas to save our planet. I’ve prepared a worksheet to hand out to work

4. during the pre-watching and while-watching stages. I will use the projector
to watch the video. Before watching it I will say “I found a new video that is
related to the topic we are working with! But before watching it I would like
you to work in pairs to think and try to guess the meaning of the word
SUSTAINABILITY” I will write the word in uppercase on the board and I’ll
ask my helpers to hand out the worksheets. “Gal, can you read activity one,
please? Excellent! So now you will have to think and discuss in pairs the
correct answer, if you don’t know a word, look it up in the dictionary!... Have
you finished? Great! Now, let’s watch the video to check your answer!”
SUSTAINABILITY
Pre watching (5’ minutes):
1) Work in pairs and try to guess the following question. Look up in the
dictionary the words that you don’t know!
What is sustainability?
a- Endure.
b- Pollute.
c- Hold something.
“Could you check your answer? Yes? Ok… so what is sustainability? Well
done! It’s to endure, it means to continue to exist, for example “The
Beattles’ music has endured through the years. Well, now we will watch
the video again but this time you will have to pay careful attention in
order to choose the correct answers. Octavio, can you read the sentences,
please? Great! Are you ready to start? Let’s do it” I will play the video
again and students will choose the correct answers. We will watch it
twice to check their answers. “Gian, can you read number one, please?
Awesome! Tomi, can you read number two, please? Fantastic!” I will
repeat the same procedure with all the questions.
While Watching (7’ minutes): (answer key in purple)
1) Watch the video and circle the correct answers.
1- Sustainability means to …

5. a- Maintain-pollute-clean up
b- maintain- support- endure- withstand
c- Maintain- support- contaminate
2- There are limited amounts of … on Earth which are exploited every
day.
a- Resources
b- Chemicals
c- Gases
3- Our actions have a deep impact on the…
a- Earth
b- Environment
c- Planet
4- Plastic was introduced in the early…
a- 1990’s
b- 1980’s
c- 1890’s
“Well done children! Now, I would like you to work in pairs to circle the ways
that you consider that your actions can contribute to sustainability. Please,
circle the best answers and add two more actions in which you can contribute”
Students will work in pairs to discuss and circle the possible answers. When
they finish, we’ll share some answers orally. At the end, students will stick the
worksheet in their copybooks.
After watching (5’minutes)
1) Work in pairs, and circle the ways that your actions can
contribute to sustainability.
(VIDEO’S SCRIPT)
What is sustainability?
The word sustainability has many meanings: maintain- support- endure-
withstand. It most commonly means “maintaining the world we like in”. The
Polluting- Avoiding plastic bags- Wasting water- Fixing things- Recycling-
Turning on the lights- Wasting energy-

6. main idea is that we must act responsibly so that the resources on the planet
will be able to support many generations to come.
There are a limited amount of resources on Earth which are exploited every
day to produce houses, cars, computers and pretty much everything.
Sustainability means to maintain these resources forever. Our actions have a
deep impact on the environment and we need to protect it for the future
generations.
If you want to figure out if something is sustainable, you should ask yourself
the question: Can I do this forever?
Let’s take a look at the product plastic to understand this better. Plastic was
introduced in the early 1990’s and is a mass produced item today. We use
plastic for everything from food containers, to lamps, toys, bottles, bags and
much more. Plastic takes millions of years to decompose. So what happens
to all this plastic after we finish using it? We end up with large amounts of
plastic that is just taking up space on Earth.
So, now if we ask: Can I do it forever? The answer is NO! …plastic is just one
example of unsustainable consumption.
Here are a few ways that your actions can contribute to sustainability:
Lifestyle: your lifestyle is your choice and you can change it. Always carry
your own cloth bag when you go to the grocery store. Avoid plastic bags.
Fixing: If your watch, toy or camera is broken, don’t buy just a new one. Try
fixing it.
Recycle: be conscious about the things around you. Maybe you can re-use
some of them.
Need vs wants: Before you buy something, ask yourself the question “Do I
need it or Do I want it?”
Remember! Sustainability begins with you. So act locally and think globally.
 Development
 Activity 1 (15’minutes) RELAY RACE
I’ll divide the class into two teams, and I’ll prepare some slips of paper with
the causes and possible effects of pollution, I’ll leave them on a desk. I will
play some music on and students will have to pick up a slip of paper using
the drinking stick in order to stick it in the chart that I’ll draw on the board
divided in two “cause” and “effects. When students finish we will discuss if
they stick the words under the correct tittle or not.

7. CAUSES EFFECTS
WATER POLLUTION
SOIL POLLUTION
NOISE POLLUTION
CHEMICAL POLLUTION
OIL POLLUTION
AIR POLLUTION
HARMFUL SUBSTANCES
POISONOUS SUBSTANCES
RUBBISH- SMOKE- GASES-
CONTAMINATION-
HEALTH PROBLEMS- GLOBAL
WARMING- NATURAL DISASTERS-
RUBBISH- SMOKE- GASES-
ENDANGERED ANIMALS-
“Did you enjoy the video? Awesome! Now we will play a game, in this game
I’ll play some music and you will have to stand up and pick up a slip of paper
with a word related to pollution. But, be careful because you will have to
stick the words under the correct tittle. For example, you have the word –
NATURAL DISASTER- Is it a cause or and effect? Yes, well done! It’s an effect.
Are you ready to start the game?” Finally, students will copy the chart in
their copybooks.
 Activity 2 (18’ minutes)
I’ll display the following poster on the board with the cause and effects of
pollution. I’ll ask one of the children to read the cause and effects aloud.
Then, I’ll ask students to complete a copy adding more examples of possible
causes and consequences. “Uma, please can you help me to read the causes
of pollution? Thank you, Uma. Octavio, can you help me to read the effects?
Great! Well, now the helpers will hand out a copy for you to complete, but
first you’ll need to think and discuss in groups more possible causes and
effects of pollution. When you finish you can decorate your tree.”

8.  Closure and Homework
“Very well children! It’s time to go home now! But first, the helpers will give
you a copy to complete some sentences.” I will remind the use of conditional
sentences.
Use the phrases in the box to complete the sentences.
1- If we use our car all the time, ___________________________________________________________.
2- If we stop polluting the air, _____________________________________________________________.
3- If we waste paper, ______________________________________________________________________.
4- If we don't help now, ___________________________________________________________________.
5- If we recycle paper, ____________________________________________________________________.
6- If we go on foot, _______________________________________________________________________.
7- If we switch off the lights, _____________________________________________________________.
“Now yes! Put everything away and leave the class in order please!”
we will save world.
it will be too late.
we will pollute the air.
we will save trees.
we will be healthier.
we will save energy.
people will cut down more trees.