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Collaborative assignment- Unit 2
- 1. Instituto de Formación Docente Continua Lenguas Vivas Bariloche (A-052) Práctica Docente III - Nivel Secundario Plan 2015 Tutor’s name: Aurelia Velázquez Assignment: Unit 1 Students’ names: Zentner, Valeria - Risso, Guillermina - Orelia, Analía Emails: [email protected], [email protected], [email protected]
- 2. - ENTREGA DE PLANIFICACIÓN - Curso: 3° Año - Secundaria Ciclo Básico Nivel lingüístico del curso: Pre-Intermediate Cantidad de alumnos: 15 Tipo de Planificación: Clase 2 Unidad Temática: 3Rs Clase: 1 Duración de la clase: 40 minutos - Zoom meeting Learning aims: During this lesson, learners will be able to… - Understand the environmental problems and their consequences - Consolidate vocabulary from previous class; - Develop their critical thinking skills; - Develop interpersonal, social and communicative skills through group activities; - Promote awareness of the importance to recycle, reuse and reduce. - Express meaning and develop creativity by talking about possible situations and their results/consequences using Second Conditional structures; - Learning focus: LEXIS FUNCTIONS STRUCTURE R E V ● Vocabulary related to environmental issues The 3 Rs reduce, reuse and recycle. ● Giving opinion ● Classifying different issues Present Simple My father takes the garbage out on weekends.
- 3. N E W ● New Vocabulary referred to Environment/ recycling pollution, waste disposal contribution, contribute, contributing pollution, pollute, polluting and others related to environmental problems ● Giving advice ● Hypothesizing or predicting changes Modal Verbs ● would + verb ● could + verbs ● If Rule, 2 nd Conditional If I had to recycle, I would/ could / start with bottles Materials and resources: ➔ Google Slide presentation with photos and activities. Available at https://docs.google.com/presentation/d/1- tiHc7F4Lr65h9O4RGtY8dcD9W1sT87QQIrBb45wmYQ/edit?usp=sharing ➔ Google Forms, Survey about habits. Available at https://docs.google.com/forms/d/e/1FAIpQLSeIR_zD-8s2P-_Y2K96yT3- NK_33Zz31bQMmqNMUdNBRCQ_xw/viewform?usp=sf_link ➔ Google Jamboard - Online poster. Available at https://jamboard.google.com/d/1xyHJdjfxE8ufRBtjkBZ1gHbT5TC0-0yEsAV- vgDWWKw/edit?usp=sharing NOTE: All of the activities are described as suggested by the tutor, in terms of timing, description and instructions, and transition comments. Scaffolding strategies are included within the description of each activity. Lesson stages: Routine ● Timing: 3 minutes ● Activity description and instructions as they will be said to students (include direct speech) and scaffolding strategies to be implemented: I will greet the children by saying ‘Hello everyone, how are you today?’ while making a greeting gesture with my hand. I will also check that we all can hear and see each other well by saying ‘Can you see and hear me? What about you? Do you have your microphones and cameras open? Great!’
- 4. ● Transition comment to link each stage of the lesson with the next one: ‘Okay my students, I have a question for you all. I want you to think carefully about it before you answer. Here it goes… Imagine rivers with lots of bottles or paper, what happens to fish? Imagine a forest or your town full of rubbish… What are the consequences then? Warm-up and Presentation ● Timing: 12 minutes ● Activity description and instructions as they will be said to students (include direct speech) and scaffolding strategies to be implemented: The teacher will share her screen to show a Google Slides presentation which contains pictures of air, land and water pollution, and ask students to describe what they can see. Then, she will say ‘What do you think now? What impact does rubbish have on land, air and water?’ She will guide students by asking more questions, such as ‘How does the kind of pollution you see on the pictures affect human beings? and animals? Who do you think is responsible for this?’. https://docs.google.com/presentation/d/1- tiHc7F4Lr65h9O4RGtY8dcD9W1sT87QQIrBb45wmYQ/edit?usp=sharing After having discussed so, the teacher will show the second slide of her presentation and say ‘As you may well know, we could be responsible for all the rubbish that pollutes our lands, our oceans and rivers, and also the air we breathe. Of course, not all rubbish is the same. There are different types, organic as egg shells, and inorganic as a piece of cardboard. Now, look at these pictures, can you classify them?’. The teacher will explain to the learners that they are allowed to write the screen with the Zoom writing options. She will say ‘If you want, you can use the Zoom Pen to circle organic rubbish in green, and inorganic rubbish in red’ while demonstrating how to do so on the screen.
- 5. After that, the teacher will send a Google Form link through the Zoom chat and say ‘Now that we have discussed pollution, let’s see how much rubbish we produce at our homes! Open the link I sent you through the chat, read the questions carefully and answer them with honesty, please! They are totally anonymous!’. The purpose of this activity is for students to recognize what practices they do and don’t to help protect the environment. https://docs.google.com/forms/d/e/1FAIpQLSeIR_zD-8s2P-_Y2K96yT3- NK_33Zz31bQMmqNMUdNBRCQ_xw/viewform?usp=sf_link The survey results will be shared on the screen once they all have finished answering. In this stage, students can reflect about their habits and costumes and know more about otherness. The teacher can guide a brief debate about some costumes or why they are so, different people may have different habits, so tolerance and well being are part of the day by day awareness as a person in today’s world. However, everyone needs to contribute to make this world better. ● Transition comment to link each stage of the lesson with the next one: ‘Okay everyone, we have seen the results of the survey. If you had to change your habits regarding rubbish, how would you do so? What would you do?’
- 6. Development ● Timing: 15 minutes ● Activity description and instructions as they will be said to students (include direct speech) and scaffolding strategies to be implemented: The teacher will share the Google presentation again, but this time with a different slide (see illustrative sample). She will say ‘Okay, now that we have seen our habits regarding rubbish… How would you change them? For example, If I had so many plastic bottles at my house, I would reuse them to make flower pots’ while making emphasis on the second conditional structure and writing the sentence on the slide. She will continue, “Besides, what would happen if people continued throwing plastic bottles into the river. If people continued throwing plastic bottles into the river, the water would become polluted” while making emphasis on the structure and writing the sentence on the slide, again. She will highlight the conditions in yellow, and the possible consequences in pink while saying ‘As you can see, if these conditions in yellow took place, these results in pink would be the consequences. And we all agree that they are not good ones!’. As a following step, the teacher will explain to the students that they are going to be randomly divided into three groups of five students each, and that each of them will work separately in Zoom break-out rooms. Before the students get into the rooms, the teacher will explain the activity as follows “Here you have an example of the slides you are going to work on. On one side, you have certain conditions, and on the other side you have possible consequences to the conditions. Okay? You are going to discuss in groups how to match these sentence halves to make complete sentences. You can write them down on your notebooks”. As we can see the purpose the sentences addressed are focused on the learners´ daily life and activities/habits close to them and their ages. Besides, it elicits them to reflect on what they usually do, and if it is right or not. While students are in their rooms, the teacher will join each of them so as to guide them through the activity and check if there are any difficulties. If they need help, the teacher may guide them by saying ‘Okay, read the first condition. Which of the possible consequences on the list is more accurate? Okay, match them with the Zoom pen!’,
- 7. or maybe ‘If you don’t understand any word, you can use your dictionaries to look them out’. It will be also explained that after having finished matching the sentence halves, students have to think of one or two more examples of possible consequences. Besides, they can think about more examples of what they can do at home to decrease rubbish production.
- 8. Break out rooms Slides - Available at https://docs.google.com/presentation/d/1- tiHc7F4Lr65h9O4RGtY8dcD9W1sT87QQIrBb45wmYQ/edit?usp=sharing Sentences results - Teacher notes: ● If there were much garbage in your neighbourhood, it would look ugly and it would harm the lives of the human beings and animals that live there. ● If I found tons of papers piled in front of your house, I would take it to a recycling center to make recycled paper. ● If everybody did their part, the Earth would be cleaner ● If we found cans of food, we could reuse them to make toy phones. ● If people used reusable biodegradable products, there wouldn't be so much plastic waste. ● If I were part of Greenpeace, I would create new measures for people to respect the law. ● If people continued throwing rubbish in forests, animals could suffer severe consequences. ● If everybody reused their clothes, they could redesign them and throw less. ● If we all reduced the production of rubbish, we would see positive effects on the land, water and air. ● If we reused glass containers to store jams at home, there would be less glass waste. ● If we brought our own coffee cup when we go to coffee shops, we would reduce the consumption of plastic cups. ● If we found empty plastic bottles, we could recycle them to make flower-pots. ● If we had organic garbage, we could compost to fertilize the soil. ● If we had empty bottles, we could fill them with plastic containers and labels to make recycled bricks. ● If we found cans of food, we could reuse them to make pencil boxes. When everybody finishes the task, the teacher will join them together as a whole in a class and encourage them to check their sentences by interacting among peers. She may say ‘All right Group 1, do you want to share your sentences? What conclusions
- 9. did you get?’. After that, students will be invited to share their own examples of what they can do at home to decrease rubbish levels. If the teacher notices any mistake regarding grammar, she will share the white board and ask the student to repeat the sentence that has a mistake. She will ask learners if they find a mistake. If they don’t, the teacher may go back to one of the examples provided before and say ‘Okay, pay attention to how the condition/consequence is written in this example. In the sentence provided by X, it is the same? How can we correct this?’ After that, the teacher will say ‘Ok, you did an excellent work! Now focus on the key words we find in the sentences we made up. What words do you think are related to the topic? You can send them through the chat. Expected words to be mentioned: nouns verbs pollution pollute creation create contribution contribute reduction reduct increase increase ● Transition comment to link each stage of the lesson with the next one: ‘Well, we have discussed a lot today! What do you think now? If you had to change your habits to help the environment, what would you do?’ Closure ● Timing: 10 minutes ● Activity description and instructions as they will be said to students (include direct speech) and scaffolding strategies to be implemented: At this point of the lesson, students may have drawn some conclusions on how to change their habits and behaviours regarding rubbish and environment. The purpose of this final stage is to state those conclusions and share them with the class. The teacher will share a Jamboard slide on the screen, and also the link through the Zoom chat so everyone has access to it. She will say ‘Okay, here we are going to write our conclusions, thoughts and plans based on today’s topic. What would you do to help stop environmental pollution? I will go first. A good way to stop pollution would be recycling. So, If I had to recycle plastic containers, I would make flowerpots’, making emphasis on the second conditional structure. While doing so, she will demonstrate how to add “post it” notes and pictures to illustrate.
- 10. As a final step, the teacher will invite students to briefly write their conclusions and plans using the second conditional structure. She will say ‘You can add your ideas now, too. In the forthcoming days, I want you to upload photos of what you have done at home. I'm sure you’ll do a nice work!’. Online poster - Jamboard https://jamboard.google.com/d/1xyHJdjfxE8ufRBtjkBZ1gHbT5TC0-0yEsAV- vgDWWKw/edit?usp=sharing ● Transition comment to link each stage of the lesson with the next one: ‘That’s all my beloved students! You’ve done such a great job today! I’m really looking forward to seeing your photos and news on Jamboard. See you next time!’ Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Needs improvement 1 Visual organization x Coherence and sequencing x Variety of resources x Stages and activities x Scaffolding strategies x Language accuracy x Observations Well done!!
- 11. Go over comments and make the necessary adjustments before recording your lesson.