Slide tpe barth_planificación 5_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: 5
Fecha: 21/08/15
Hora: Desde 15:05 hs hasta 16:05 hs
Duración de la clase: 60 minutos
Fecha de primera entrega: 18/08/15
Teaching points: Vocabulary related to environment and Global Warming.
Aims or goals: During this lesson, learners will be able to:
 Be able to raise their awareness about the human impact on the
environment.
 Develop their listening and speaking skills by watching a video and
expressing their opinion about Global Warming.
 Talk and discuss about the environment and climate change.
 Develop their reading skills by reading a text related to Global Warming.
Language focus:
Functions Lexis Structures Pronunciation
Revision Talk and
discuss about
pollution and
environmental
issues.
Chemical
pollution- Gases
pollution- Water
pollution- Air
pollution-
sustainability-
Environment-
Health problems-
Present
Simple
“We have
cities filled
with
buildings”
Present
Continuous
“The glaciers
(Chemical)
ˈkem ɪk əl
(Sustainability)
sə ˌsteɪn ə ˈbɪl ət i
(Environment)
ɪn ˈvaɪər ən mənt

2. Natural disasters-
Recycle-
are melting
due to Global
Warming”
New Talk and
discuss about
Global
Warming.
Melt-
Atmosphere-
greenhouse gases
Ozone-
carbon dioxide-
Nitrous dioxide-
glaciers
(Atmosphere)
ˈæt məs fɪə
(ozone)
ˈəʊz əʊn
(glacier)
ˈɡlæs i‿ə
(dioxide)
daɪ ˈɒks aɪd
Teaching approach: “communicative approach” and CLIL Approach.
Integration of skills: The listening and speaking skills will be integrated by
watching a video about Global Warming and expressing students’ opinion and
choices about this topic.
Materials and resources: video, projector, copies, World picture, masking tape,
bingo templates, definitions for the bingo,
Seating arrangement: Students will be sitting down in groups of five students
(we only have group tables in the class)
Possible problems / difficulties and their possible solutions during the class:
 The projector or the Internet may not work, so I’ll have the video
downloaded to my computer just in case.
Classroom management strategies:
 Some students may be a bit talkative, I will use some rhymes to bring the
back to class, such as “pay attention! Concentration!” or “1,2,3 …silence
please!”
 Some students may be a bit noisy while playing bingo, I’ll write down the
word “homework” on the board, and every time that I have to call their
attention I will clean a letter. If by the end of the class I clean the whole
word, students will have extra homework.

3. Potential problems students may have with the language: If students have any
difficulty to understand the new vocabulary, I will use visual aids, and students
will also have the possibility to use their dictionaries.
Assessment: I will assess the learning of new vocabulary by asking students
different questions related to the video in order to check they have understood
the new lexis.
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 (15’ minutes)
BINGO GAME! In order to recap previous vocabulary I´ll display on the
board the following poster with some vocabulary to complete students’
bingo templates. I’ll read the definitions and students will have to circle the
correct word. I will say “Would you like to play BINGO? Fantastic! Now the
helpers will hand out some bingo templates and you will have to choose five
different words to complete your templates”. I’ll provide students with some
minutes to complete their templates. “Are you ready to start playing? Pay
careful attention since I won’t say the words, I will say the definitions, and
you will have to think what word it is in order to circle it.”
WORDS:
CHEMICAL POLLUTION- WATER POLLUTION- AIR POLLUTION-
SUSTAINABILITY- ENVIRONMENT- HEALTH PROBLEMS-
NATURAL DISASTERS- RECYCLE- LANDFILL- GASES
CHEMICAL
POLLUTION
When chemicals are released into our environment polluting the air
we breathe and contaminating our food.
AIR POLLUTION Occurs when gases or smoke are introduced into the atmosphere

4. WATER POLLUTION The addition of harmful chemicals to natural water.
RECYCLE To adapt something for a new use
SUSTAINABILITY To endure
ENVIRONMENT The external surroundings in which a plant, person or animal
lives
HEALTH PROBLEMS A bad body condition, to loose health.
NATURAL
DISASTERS
Any event or force of nature that has catastrophic consequen
ces, such as avalanche, earthquake or flood.
Bingo template:
BINGO!
 Presentation (17’minutes)
Before watching activity (5’minutes):
I’ll display a picture of an ill planet on the board, a planet with temperature
and I’ll write in uppercase “GLOBAL WARMING”. I will say “Do you
remember the meaning of “Global Warming”?. Well, Global warming is the
rise in temperature of Earth’s atmosphere that means that our planet is
becoming hotter and hotter. Let’s have a look at this picture; the planet is
becoming hotter and hotter because of human impact and greenhouse
gases! These gases are natural but extra greenhouse gases can be made by
humans from pollution, and they are made out of: methane, water vapor,
carbon and nitrous dioxide, and ozone (as I name them I will stick some slips
of paper on the board with these words)

5.  Picture to display on the board
While watching activity (7’ minutes):
Students will watch the video in order to complete the following
sentences. “I received an email with a video about Global Warming. It’s
very interesting! Watch it? Great! But first my helpers will hand out a
copy for you to complete while you watch the video. Muri, can you read
the sentences to complete please? Well done! Now we are ready to watch
it!” I will play the video twice, and I’ll check answers orally.
Video: https://www.youtube.com/watch?v=E6zW43U7yqM
I will elicit the meaning of “melting, landfills and cutting down on usage” I will
help students by providing them with examples.
After watching activity (5’ minutes):
Watch the video and complete the sentences: (answer key in brackets)
1- We have cities filled with ______________________________(buildings)
2- This is the Arctic, the only things around are ______________________________ (Polar Bears)
3- Arctic buildings will be gone by ______________________________ (2040)
4- The glaciers are melting due to ____________________________ (global warming)
5- Global warming is caused by _____________(carbon) emissions, _____________
(burning)landfills and _____________ (nuclear)disposal.
6- Cutting down on usage will save you _______________(money)and you won’t be wasting
electricity.

6. Students will copy the tittle Global warming and the date on their
copybooks; I’ll encourage them to work in groups of four or five students
to write down their own definition of Global Warming. I’ll monitor them
in order to provide them with the necessary help or vocabulary.
“Awesome, kids! Now you will have to copy the date and the tittle “Global
Warming” on your copybooks. I would like you to work in groups of four
or five students to write your own definition for “GLOBAL WARMING”
you can include its consequences and causes too. You will have five
minutes to do it!” At the end, I will encourage some groups to read their
answers aloud.
Video script: This is the Earth. Pretty isn’t it? We have cities filled with buildings.
This is the Arctic, the only things around are Polar Bears, Glaciers are Arctic buildings. But the
difference betweencitybuildingsandArcticbuildings is that Artic buildings will be gone by 2040!
Now,youmay be wonderingwhatisthe cause of this travesty, you may wonder who is to blame,
but we onlyhave ourselvestome blame. The glaciersare meltingdue toGlobal Warmingwhich is
caused by: Carbon emissions, burning landfills, nuclear disposal.
But all these can be fixed before it’s too late:
Step 1: recycling
Step 2: reduce carbon emissions.
Step 3: turn off electricity
99.4% of car emissions are invisible. Passenger car contribute 12% towards man made CO2
emissions which play a big part in Global Warming. Rubbish left at landfill sites give off CO2 and
Methane which also contribute to Global Warming.
Electricityisproducedbyvariousmethodsincludingburningcoal.Cuttingdownonusage will save
you money and you won’t be wasting electricity.
 Development (20’ minutes)

7.  Activity 1 (5’ minutes)
I will create a newspaper article about Global Warming. I will ask students
to read it aloud in order to check understanding; I will ask some
comprehension questions orally too. “On Wednesday I found a newspaper
article related to Global Warming. I brought you some copies for you to read
it. Helpers please come here and hand out the copies. 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 Jeremy_99.
 Activity 2 (15’ minutes)

8. Students will work in pairs to put the sentences in order. When they finish,
they will have to discuss and answer the questions about the article on their
copybooks; I’ll provide them with the copies to work.
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
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?
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

9.  Closure and homework (5’ minutes)
“You worked very well today! As homework you will have to complete the
following sentence with your own promise.” I will encourage students to write
down a promise to the Earth since next class it will be the last one and I would
like them to create a craft with these promises.
“My dearest Earth, I know that you are being polluted and that you are
suffering. So, I promise to:
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………”
(Example: not to let the water run too long and plant more trees)