Slide tpe barth_planificación 6_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: 6 (última clase en nivel primario)
Fecha: 26/08/15
Hora: Desde 15:05 hs hasta 16:05 hs
Duración de la clase: 60 minutos
Fecha de primera entrega: 23/08/15
Teaching points: Vocabulary about environmental issues, Global Warming,
Greenhouse Effect and pollution.
Aims or goals: During this lesson, learners will be able to:
 Talk and discuss about pollution and environmental issues such as
Global Warming.
 Develop their writing and reading skills by reading a newspaper article
and answering questions.
 Develop cooperative work skills by working in groups and in pairs.
 Identify new vocabulary presented in a meaningful context.
Language focus:
Functions Lexis Structures Pronunciation
Revision Talk and
discuss about
Global
Warming.
Global
Warming,
Greenhouse
gases,
Atmosphere,
nitrous
Present
continuous
“ The planet
is becoming
hotter and
hotter”
(Atmosphere)
ˈæt məs fɪə
(ozone)
ˈəʊz əʊn
(glacier)
ˈɡlæs i‿ə

2. dioxide,
carbon
dioxide,
pollution,
environment.
Present
Simple
“ Glaciers and
polar icecap
start to melt”
(dioxide)
daɪ ˈɒks aɪd
New Talk about
the
Greenhouse
Effect and its
impact on
Earth and
humans.
Trapped,
Polar icecaps,
Arctic,
Heat,
(Arctic)
ˈɑːkt ɪk
(Trapped)
Træpt
(icecap)
ˈaɪs ˈaɪskæp
(heat)
hiːt
Teaching approach: “communicative approach” and CLIL
Integration of skills: I’ll integrate reading and writing skills by reading a
newspaper article about Global Warming and answering questions about it.
Materials and resources: newspaper article, copies, masking tape, piece of
chalk, computer, music, green paint, cardboard circles, glitter, glue, boxes,
pictures, Students’ book.
Seating arrangement: Students will be sitting down in groups of four or five
students since in the class there are only group tables.
Possible problems / difficulties and their possible solutions during the class:
 The computer or projector may not work so I’ll have the newspaper
article printed to hand out the copies for them to read it.
Classroom management strategies:
 Students may behave improperly when playing the game, so I’ll write the
word “HOMEWORK” in uppercase on the board, I’ll clean a letter every
time that I need to ask students to be in silence.
 If they continue behaving improperly or they are talkative I’ll prepare a
name list with three hearts, students know that if I have to call their
attention because they are behaving improperly I’ll cross a heart, by the

3. end of the week I’ll count the hearts and the students that has not got
more hearts will have an extra homework to do during the weekend.
 Potential problems students may have with the language
Some students may find difficult to understand certain new words so I’ll
be ready to paraphrase the definitions and I’ll have visual aid to help
them to understand better.
Assessment: I’ll assess my students’ understanding of the new lexis by
asking them different questions about the newspaper article in order to
check they have understood the new language terms.
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 (12’ minutes)
I’ll cover three boxes in different colours, blue, green and yellow. I’ll stick a
slip of paper to each box with a category. For example in the green box I’ll
display the slip of paper with the word “glass”, in the blue one “paper” and
in the yellow one “plastic”. I will also print some pictures with different
items for example, a cup, a fork, a book, etc. I will explain to students that I’ll
play some music on and I’ll give them a box with some pictures in to pass
around the class, when the music stops the student who has the box will
have to take a picture from it to put it in the correct box.
Pictures to print:

4.  Presentation (7’ minutes)
I will create a newspaper article about Global Warming and I’ll project it on
the board. I will ask students to read it aloud in order to check
understanding; I will ask some comprehension questions orally too. “On

5. Friday I found a newspaper article related to Global Warming. I’ll project the
article on the board but I brought you some copies for you to have a copy
too. Helpers please come here and hand out the copies. But first, let’s have a
look at the tittle… What do you think that the text will be about? Do you
remember the meaning of Global Warming? Can you explain it to the class
please? Do you remember what the Greenhouse gases are? Excellent! …
Now, let’s read it to now if you were right! Pili, please can you start reading
it? Great! Well, now … What keeps the Earth warm? What is the greenhouse
effect? ”
Text adapted from www.eslprintables.com by Hain Hswall.

6. Development
 Activity 1 (8’ minutes)
Students will work in pairs to put the sentences in order. “Awesome! Now
you’ll have to work in pairs to put the sentences in order. Please helpers
come here to hand out the copies. Great! Gian can you read the sentences
please? Thank you, so... What do you have to do? Fantastic! Let’s work” We
will check the answers on the board.
WORK IN PAIRS AND PUT THE FOLLOWING
SENTENCES IN ORDER. (ANSWER KEY IN PURPLE)
 This is called “Enhanced Greenhouse effect”. 4
 An increase in temperature will change many things on the Earth. 5
 The way we are living produces extra greenhouse gases which mean that
more hot air will be trapped. 3
 Earth is heated by the sun’s energy. 1
 Natural gases called “Greenhouse gases” trap the heat from the sun. 2
 Activity 2 (12’ minutes)
“Great job kids! Now, I need you to work in groups to answer the following
questions about the article. Please, read the text again and discuss the
answers, and write them in your copybooks. All of you must write the
answers! Maca Can you read the first question please?

7. ANSWER THE FOLLOWING SENTENCES
1) What keeps the Earth warm?
2) What two elements are most responsible for causing the
greenhouse effect?
3) Why is the greenhouse effect a bad thing?
4) What changes are likely to happen to plants and animals if
the temperatures get hotter?
5) What changes are likely to happen to the sea levels as the
greenhouse effect gets worse?
6) What problems is the greenhouse effect likely to cause to
the health of humans?
 Activity 3 ( 15’ minutes)
Possibleanswers:
1) The energy from the sun heats the air and keeps the Earth warm.
2) In the air there are many differentgases.Some of these gasestrapthe heat of the sun and hold it
against the Earth’s surface. These gases are called “greenhouse gases” and this is how the
“greenhouse effect” got its name.
3) Oxygen and carbon dioxide are most responsible for causing the greenhouse effect.
4) It isbad since the way we are living today, means that a lot more of the gases that trap the sun’s
energy are being made, and in few years the temperature of Earth will increase.
5) If temperaturesgethotter,animalsand plants will have to move to cooler environments or they
will die.
6) Glaciers and the polar icecaps will start to melt so some areas will be covered by water.
7) It will cause some health problems to humans, for example breathing problems as asthma and
diseases.

8. “Do you remember that on Friday I asked you to complete a promise… Well
now we will use it… I´d like you to paint your hands with green paint to
stamp it in a cardboard circle to close our promise to the Earth. Helpers
please can you hand out the circles?! I’ll provide each group with a plate
with green paint and glitter for them to paint their hands. When they finish
I’ll ask them to stick their promise under the Earth and I’ll display it in the
gym.
 Picture adapted from Pinterest, found
in www.theappliciousteacher.com
 Closure and homework (3’ minutes)
I’ll ask students to read a poster from their book “World Quest 2” by Diana
Pye and work in activity number three. They will have to answer some
questions about pollution and the environment. “As homework you will
have read the poster from the Students’ book in page 66, when you finish
will have to answer the questions in your copybooks (I’ll copy the
homework on the board) Well children, it’s almost time! We have to put
everything away because we must go home! I really enjoyed the class; your
Earth crafts were fantastic! Tomorrow I’ll display them with the brochures
and all the pictures that we worked with on the gym and in the hall to start
saving our planet! Ouch, it’s time! The bell has rung! Goodbye! See you
tomorrow!”