This lesson plan is for a 6th grade class in Buenos Aires, Argentina. The lesson focuses on recycling and aims to make students aware of how to contribute to protecting the environment. Students will develop reading, writing, speaking and listening skills through class activities and discussions about recycling. They will read a text on recycling, create questions for a class poll, and work in groups to discuss recycling habits. The teacher will use various techniques to engage students and ensure they understand new vocabulary.

1. Lesson Plan Three
Alumno Residente: Cintia Beramendi
Período de Práctica: 2, nivel Primario
Institución Educativa: E.P N°8 Manuel Belgrano
Dirección: Ushuaia 348, Punta Alta, Buenos Aires.
Sala / Grado / Año - sección: 6°B (segundo ciclo)
Cantidad de alumnos: 30
Nivel lingüístico del curso: elemental
Tipo de Planificación: Clase
Unidad Temática: Reciclaje
Clase Nº: 3
Fecha: 18 de Septiembre de 2015
Hora: 10:00hs
Duración de la clase: 60 minutos.
Fecha de primera entrega: Viernes 11 de Septiembre de 2015.
Teaching points: Recycling
Aims: During this lesson, learners will be able to:
 Become aware of how easy it is to contribute protecting the environment.

2.  Develop reading and writing skills while reading a text and writing down some
notes.
 Become aware of the importance of recycling at home and school.
 Create a set of questions based on the topic in order to conduct a poll.
Language focus:
Lexis Function Structure Pronunciation
Revision Good morning!
Hello! How are
you?
Recycle,
reduce, reuse,
Plastic, metal,
glass, paper.
Dirty, clean,
world, take
care, pull out
plugs,
Identify simple
questions
students know
such as “How
are you?”
Answer
questions about
habits such as
“Do you usually
recycle at
home?”
Wh questions in
the simple
present such as
“How are you?”
I’m fine.
“How can we
help the
planet?”
Production of
the /t/ sound
through
repetition as in
Plastic.
New
Cans, turn off
the tap, land,
turn on, turn off,
throw
away,charity.
Discuss about
different ideas
related to
environmental
issues “turn off
the light”, create
questions to
conduct a poll
such as “do you
turn off the tap
when you brush
your teeth?”
Imperatives:
don’t have a
bath. Have a
shower.
Don’t throw
away paper.
Production of
the /i:/ sound as
in “green”.
Teaching approach: CLIL
Integration of skills: speaking, reading and writing skills will be integrated in the lesson
as students pay attention to the teacher and also to their partners discussing the topic.
They’ll read a text from which they’ll have to do different activities.
Materials and resources: Pictures, photocopy, a glass container, keys, a plastic pencil, a
sheet of paper and a bag; chalk and duster cardboard strips.
Pedagogical use of ICT in class or at home: In this lesson, students won’t use any ICT
resource.

3. Seating arrangement: students will be sitting at their desks, and in groups of four
depending on the activities.
Possible problems / difficulties and their possible solutions during the class:
Students may get distracted or bored or may talk more than they are supposed to, so if
they do not listen to the teacher, she’ll ask them to be quiet and stop talking. Besides,
students may not want to read “such a long text” (it isn’t long) so the teacher will explain
that they need to read it since at home, they’ll conduct a poll.
Classroom management strategies: The teacher will make students be active
participants during most part of the lesson, and make them work in groups so as they can
help each other.
Potential problems students may have with the language: students may have
problems in understanding what the teacher is saying so the teacher will paraphrase,
exemplify, mime or use the sandwich technique (as a last resource) for students to
understand. Besides, they may have problems in understanding new vocabulary so the
teacher will encourage them to infer it from context, helping them with examples.
Instances of collaborative work in class: students will collaborate with the teacher when
doing oral work, and with each other when working in groups as they may not know much
vocabulary and they’ll have to infer its meaning from context.
Assessment: The teacher will assess students’ learning when participating orally, as well
as when doing their written task and their collaboration in class.
Procedures:
Routine: 5 minutes
Purpose: to greet students and let them know that the lesson has started.
I’ll say “Good morning students! How are you today?”
SS: Good morning teacher! Fine, and you?
T: Very good, thank you!
Transition: Ok, children let’s continue learning!
Warm up: 10 minutes
Purpose: to contextualize the topics

4. The teacher will draw 4 coloured bins on the board (one green, one red, one yellow and
one blue) and ask: “Look children, what are these? SS: rubbish bins! T: yes, they are
rubbish bins. Why are they painted with different colours? What should we put here? Do
you remember? Please, open your folders and check with the activity we did last class.
What is the red one for? SS: plastic! T: yes! Very good! And the yellow one? SS: Metal! T:
Excellent! And the other two? SS: Green is for glass, and blue is for paper. T: yes, very
good! Well, when I was walking to the school, I found this bag with some things inside
(miming). What is it? (showing a pen) SS: a pen! T: yes, a pen. And what is it made of? Is
it made of metal? SS: no! plastic! T: yes, very good, it is made of plastic. So where should
I throw it? Because it hasn’t got any ink. SS: in the red bin! T: yes! Very good! (and we’ll do
the same with the other elements –keys, glass container and a sheet of paper).
Transition: very good kids! Now do you remember the advice from the song from last
class? Let’s see.
Presentation:10 minutes
Purpose: to introduce new vocabulary and structures.
T: “Look at these two pictures” (I’ve cleaned the board, and stick two pictures) (Source of
the pictures: http://thecultureur.com/12-dos-and-donts-of-blogging/ )
T: “What do they mean?” Here we’ll stick what we should do, and here (pointing to the red
hand and miming) what we shouldn’t, ok? Can you help me? SS: Yes!
T: Ok. In this bag I have some strips with things we are supposed and not to do. Look!
What does it say? SS: “Don’t throw away glass” T: yes! Very good. So, is throwing away
glass something good or bad? SS: Bad! T: and where should I stick it? Under the red or
blue hand? SS: Red! T: Yes! And what should we do instead? Does anyone know? Let’s
see! What does this strip say? SS: “Take it to a recycling bin” T: yes! We should take it to a
special bin! So, where should I stick it? SS: in the blue hand! T: yes! Under the blue one!
(and we continue like this until we finish with all the strips). (Source of the activity and
more strips at the bottom)
Transition: excellent job kids!

5. Activity 1: 15 minutes
Purpose: to practice new structures and vocabulary and foster students’ autonomy.
T: Ok, students. Now, you’re going to work in groups of four. I’ll give you a text. Please
write the following title “Recycling guide” in your folders. (Source at the bottom) First you’re
going to read the text and underline the words that are new for you. Then, you’ll discuss as
a group their possible meaning and I’ll help you find the right one. After that, you’ll highlight
the most important ideas. When you finish, you’ll draw a chart in your folders, in which
you’ll write what we do and what we don’t to help the environment, ok? As we did in the
previous activity with the strips.
Look! I’ll write a model chart on the board:
 X
Paper and cans Throw them in different bins Don’t throw them together
Batteries
Water
Energy
Plastic Bags
Who can explain in Spanish what you have to do? Ok, let’s start! (the teacher will walk
around the classroom, monitoring students’ work).
Have you finished? Ok, let’s check it! (we’ll check students’ work with the whole group.
Transition: Excellent job!
Activity 2: 15 minutes
T: Now, you’ll continue working in groups. Based on your “Recycling Guide” and the video
we watched last class, you’re going to create a set of 8 questions to conduct a class
survey or a poll (it’s the same) What is a poll? SS: encuesta. T: yes! Very good! You need
to choose at least 5 partners. So, the title is “How eco-friendly are you?” Write it on a sheet
of paper, and then under the title you’ll draw a chart like this one:
“How eco-friendly are you?”
Question Person 1: Name Person 2: Name Person 3: Name
Do you turn off the tap when
you brush your teeth? YES / NO YES/NO YES/NO

6. Under “question” you’ll write the questions you, as a group have designed, right? For
instance a question could be “Do you turn off the water when you brush your teeth?” We’ll
start the questions like this “Do you…?”. Then, under “Name”; the name of the people
you’ll ask the questions; and according to their answers you’ll write a tick (/) if it is “yes” or
a cross (X) if it is “No”. Do you understand? Who can explain what you have to do? let’s
start! (the teacher will monitor students’ work, and check their questions as they finish
group by group).
Transition: Excellent kids! Good luck with your poll!
Closure: 5 minutes
Purpose: to let students know the lesson has finished
T: Ok children, remember to bring your findings for next class, ok? The lesson has
finished!
Goodbye everyone!
See you next class!
Materials:
STRIPS: (from “The teacher’s Magazine” May, 2015)
Take them to a recycling bin or a charity shop
Have a shower and save water
Take it to a recycling bin
Do exercise and walk or ride your bike!
Save themand use them to carry things.
Activity 1: From the coursebook “ Howdy Friends” level two, Santillana.
Don’t throw away glass
Don’t go to school by car
Don’t throw away plastic bags
Don’t throw away shoes
Don’t have a bath