rae - colombia aprendeaprende.colombiaaprende.edu.co/sites/default/files/naspublic/lesson... ·...

11GRADE

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LESS

ON

PLA

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Lesson plan designed by:

1Yamith Antonio Torres RomañaI.E. EL PINAL

Medellín

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainable Actions

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson, students will be able to propose and predict sustainable actions based on the 17 proposed United Nations (UN) objectives.

• To use expressions to propose sustainable actions.

• To recognise and use language structures to predict future actions.

• To summarize oral and written information on the subject assigned.


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11GRADE

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Yamith Antonio Torres RomañaI.E. EL PINAL

Medellín

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This lesson is one in a series of lesson in Module 1 (Sustainability). Students have been working connectors for cause and effects, basic structures about simple future tense and some expressions to propose sustainable actions.

Also, they might know how to summarize and prepare some presentations including specific information from the module in an academic way.

Identifies specific information about sustainable actions based on the 17 proposed UN objectives in oral and written texts.

Identifies basic structures of future tense. (will)

Supports points of view orally and in writing, about sustainable actions based on the 17 proposed United Nations objectives, making use of expressions and structures studied.

Identifies the characteristics and key aspects of sustainable development goals.

Values and respects the opinion of others.Assumes a critical position about sustainable actions based on the 17 proposed UN objectives.

Is interested in the common goods.

Organises information from a text in order to propose solutions to social problems.

Recognises and uses formulas and patterns to learn about language function.


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11Content:

Anticipated problems: Planned solutions

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Discourse:

Sociolinguistic/Intercultural:

Vocabulary related to the 17 objectives of the UN:Poverty, hunger, health, education, Equality, gender, inequality,Environment, climate, oceans, seas, marine, resources, ecosystems, water, energy, sanitation Justice, peaceful, inclusion, safety,Employment, economy, industrialization.

Future tense.Future tense is used to tell what “will” happen. Pronunciation:Will [ wil ]´ll [ il ]Expressions to propose actions•To make the world a better place I propose…•Taking poverty into consideration, we could...•We will suggest...I will propose...

Give opinions on sustainable development goals.Propose and predict some sustainable actions based on the 17 proposed UN objectives.

Sociolinguistic / interculturalAdaptability to different forms of communication and learningCuriosity and discovery

Teacher reorganises the groups, assigns roles and enhances cooperative and collaborative groups.

Teacher promotes active learning through engaging activities included in this lesson plan. Therefore, there will not be much time to look at their cell phones or distraction.

Inside of the classroom, students could be reluctant to speak English.

Students might be distracted since the topic is not that familiar.


Warm up

Time and Interaction

(8 min)

To get acquainted with the lexical theme.

Teacher (T) a word cloud on the board with the vocabulary related to world issues which later appear in the Reading/listening exercise. Ss should look them and memorise them in 30 seconds. (appendix 1)When they are ready, T removes all of the flashcards from the board and asks the Ss to get in pairs. Ss write down as many of the words as they can remember. Ss show the answers and the team that has more words (well written) is the winner.(https://www.nubedepalabras.es/)T asks some questions for the whole class:• Do these issues happen in your country and your city? • What do you know about the sustainable development goals?

List of words: Consumption, Pollution, Jobs, Problems, urgent, poverty, schools, life, cities, environemtal, under-water, hunger, actions.

T-SS(1 min)

IND(1 min)

PW(2 min)

T-SS(4 min)

Stage aims

Procedure

Total Stage timing


Medellín

4

11GRADE

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Listening task


(27 min)

To provide effective input for introducing the grammar

Pre-ListeningT asks students to sit in groups of 3. In groups, they use Appendix 2 to brainstorm on the question: How can we make the world a better place? In groups, students fill out their diagram

On the board, T draws or projects the same diagram. T asks students to write some ideas on the board.

While-listeningT tells SS they will watch a video about sustainable goals. T delivers Ss the transcript of the video as a guide. There are some words missing from the transcript. T invites them to listen to it and fill in the blanks as they listen. Each student has the same document to fill in the blanks. Ss watch the video twice. After 10 minutes Ss talk and share answers and info among the group about the transcript. SS can ask questions such as did you hear this or that? What is the video about? What is the main idea? What are the sustainable development goals? And so on.

Post-listeningFinally, T tells Ss to look at the post-listening exercise in Appendix 3 T passes by every group constantly to monitor and respond questions.

T tells Ss to check the worksheet in pairs or in group (depending on the class size and levels); T shares the answers and Ss check them by following the teacher’s guidance. This step is very helpful for Ss because they receive feedback and check their understanding.The answers:-Fill in the blanks: United Nations, goals, poverty, health, education, sanitation, environment, infrastructure, consumption, climate change, land, peace, justice.- Vocabulary1. b 2. a 3. f 4. g 5. c 6. h 7. e 8. D-Match the following predictions according to 17 sustainable goals1. D, 2. A, 3.B, 4. C

T-SS-T(2 min)

GW(5 min)

T-Ss

(3 min)

GW(10 min)

T-Ss(2 min)

T-SS-T(5 min)

Stage aims

Procedure

Total Stage timing


Medellín

5

11 11GRADE

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Presentation


(10 min)

To provide effective input for introducing the grammar deductive and inductive form.

T writes on the board “The more students know about the sustainable global goals, the more successful they will be”“I will fight against the poverty and the hunger “ “We will stand up for our rights” “You will not pollute the water”.“The president will ensure actions to protect the environment and endangered animals”.

T reorganises the classroom in lines or circle. T asks SS to read the pieces of predictions on the board and asks SS what they are used for. T can use questions like these to elicit information from SS: E.g: Do we use these sentences to refer to the present, past or future? Are these sentences orders / imperatives / predictions? What are the keywords that we can use to express predictions?

T clarifies meaning of the WILL and the different forms. T elicits form, meaning and use of the target structure (WILL). Then, T uses some colourful pieces of paper with words to put in order some statements with predictions. They write down them on the board and finally, T drills pronunciation of the target language.

T-SS(5min)

SS(5 min)

Stage aims

Procedure

Total Stage timing


Medellín

6

11GRADE

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(15 min)

To use the target language in simple sentences to give predictions

T invites SS to work in the same groups to write some predictions about the sustainable development goals in order to propose sustainable actions. T gives Ss the Appendix 4 and tells them to match the goals with the description. T tells each group to compare the answers with the group next to them. Next, T tells Ss they should choose only one goal and make predictions about the future in their context or Colombia. They must use the simple future tense- and some expressions learnt before to propose actions.For example: In the next 15 years, Colombians will make efforts to stop poverty and hunger. T motivates some groups to share their predictions and their sustainable actions with the whole class. T helps correct the errors helps them to use the patterns of the language functions.

GW(5 min)

OG(3min)T-SS

(2 Min)IND

(3 min)Ss

(2 min)

Stage aims

Procedure

Practice

Production


(15 min)

To exchange information using the target language

T asks SS to write a short presentation about the future based on 17 sustainable development goals. Note: no more than 100 words. Ss work in groups of 4 and write about the future. T tells them to include the information and vocabulary from the video and use future simple with Will. Ss are encouraged to say what they will do in the future to contribute to this common goal.Ss work in groups to create a presentation on a poster. When they finish, one group visits the next one and present to each other. Each group has 3 minutes to present.

T-Ss(2 min)

GW(10 min)

GW( 6 min)

Stage aims

Procedure

Total Stage timing

Total Stage timing


Medellín

7

11 11GRADE

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Materials NeededMaterials Needed


(17 min)

To provide SS with feedback on the target language in use

Finally, T gets the class altogether and asks SS to give brief comments as positive feedback for their partners’ presentations.

T provides SS with extra examples if necessary, in order to clarify doubts or make corrections on the language in use.

Grouping2minGW

10min

T- Ss5min

Stage aims

Procedure

Wrap up

1. Power point presentation (slides with the 17 sustainable development goals) designed by T2. Some craft papers3. Some colour markers4. 1 Copy of the worksheet 1 and EXTRA material for each small group.5. One T V set with HDMI cable6. One laptop with internet connection7. One Board8. Some pdf docs printed9. The English chart 2.010. The colourful pieces paper with words designed by Teacher.

Total Stage timing


Medellín

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Appendix 1

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Appendix 2

1. How can we make the world a better place? Think of 6 ways! Write your idea next to the number.


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11Appendix 3

Pre-listening

1. Watch the video about sustainable development goals. Source: https://www.youtube.com/watch?v=kGcrYkHwE80&vl

While-listening

2. Fill in the blanks while listening, take into account some clues below the transcript.

The ________ __________is an organisation with goals of peace and sustainable development around the world. Their mission is huge, but we’re breaking it down in two minutes.17 sustainable development ________Let’s get to ’em ’cause the more you knowIn some corners of the world todayPeople are living on a dollar a dayHey, that’s not how it ought to beSo goal 1? Eliminate __________And goal 2, root out hunger across the globeThere’s 800 million people hungry, if you want to knowNumber 3 is ___________and well-beingAnd getting people the health care that they’re needingLearning and school are the heart of goal 4______________opens up minds and doorsGoal number 5 is empower girls and womenSo they can have the same rights that men are givenNumber 6: people need water that’s cleanPoor _____________ can spread diseaseCarbon-free energy is goal number 7And how to achieve it is a question that’s pressingBut if we put our minds togetherAnd work hard, we can find a solution, I’m guessing [chorus

17 sustainable development goalsTo improve life all around the globeProtecting human health and the ___________Whatever bed we make we’re going to have to lie in it (x 2)Now imagine that you work all day for no payEconomic growth and decent work is goal 8Goal number 9 is to foster innovationIn _____________and industrialisationGoal number 10: inequality reduction11 is sustainable city construction12: well, that’s sustainable ______________So what we use matches up with productionGoal 13 calls for urgent actionTo combat _________ __________ ’cause we know it’s happening14: protect life under seas15: protect life on _______Goal 16 is for ________ and _________All over the planet, they’re in high demandAnd the final goal, number 17It’s the critical factor, the heart of the machineIt’s to strengthen the way we achieve these goalsOf sustainable development around the globe, yo [chorus]CLUES: health, land, United Nations, poverty, goals, edu-cation, sanitation, environment, infrastructure, climate change, peace, justice, consumption.


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III Post-listening

1. Match the vocabulary with the correct definition and write a–h next to the numbers 1–8. 1…….. Poverty a. when there is no war2…….. Peace b. when people are very poor3…….. To improve c. when people don’t have enough food to eat4……. To protect d. the planet5…….. Hunger e. when someone is healthy and happy6…….. The environment f. to make better7…….. Well-being g. to look after and keep something (or someone) safe8…….. The globe h. the air,

2. Match the following predictions according to 17 sustainable goals.

WORKSHEET 3

Worksheets and other appendixes

1-800 million people won`t be hungry A. The peace and justice

2-People will not live on a dollar a day B. Clean water and sanitation

3-People will drink clean water C. Good jobs and economic growth

4-UN will proclaim the justice all over the world D. No hunger

United Nations (2017) Sustainable Development Goals: Improve Life All Around The Globe. Retrieved November 12, 2018 from https://www.youtube.com/watch?v=kGcrYkHwE80&+vl


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11APPENDIX 4

Goal 1: No poverty To ensure that countries and organizations work together to achieve the goals

Goal 2: No hunger To ensure that everyone has enough money to live

Goal 3: Good health To ensure that girls and women have the same rights and opportunities as boys and men

Goal 4: Quality education To ensure that everyone has the right to medical care

Goal 5: Gender equality To ensure that everyone has the opportunity to go to school

Goal 6: Clean water and sanitation To ensure that everyone has enough food to eat

Goal 7: Renewable energy To ensure that everyone has safe water and healthy hygiene

Goal 8: Good jobs and economic growth To ensure that everyone has access to reliable, sustainable energy

Goal 9: Innovation and infrastructure To ensure that everyone has the opportunity to work

Goal 10: Reduced inequalities To ensure that industry is responsible in protecting people and the environment

Goal 11: Sustainable cities and communities To ensure that countries have laws and societies that pro-tect everyone equally

Goal 12: Responsible consumption To ensure that cities, towns and villages have water and electricity, and are clean and safe

Goal 13: Climate action To ensure the reduction of waste, for example by recycling paper or glass

Goal 14: Life below water To ensure action to slow down the impact of global warming

Goal 15: Life on land To ensure action to protect oceans and seas

Goal 16: Peace and justice To ensure action to protect the environment and endange-red animals

Goal 17: Partnerships for the Goals To ensure the end of violence and war and give everyone access to justice

1. Match the goals with their descriptions. Find the priorities of the 17 proposed UN objectives

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