Víctor Hugo Calderon Maestre I.E. ALFONSO ARAUJO COTES Valledupar Lesson plan designed by: 1 LESSON PLAN 8 GRADE th Theme: Length of Class: Number of students: Language Focus: Approaches Followed: Skills: Aims Main aim: Subsidiary aims: Wise Consumption: Water Saving 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 give advice about water conservation in their school or homes by presenting a top ten poster. • To distinguish expressions and vocabulary related to water conservation by matching expressions with words. • To identify specific information in a video about water conservation by listing ways to save water. • To list ideas to advise what to do or not to do to promote water conservation. • To use expressions to give advice about water consumption and conservation through an oral presentation.
Transcript
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
1
LESS
ON
PLA
N
8GRADE
th
Theme:
Length of Class:
Number of students:
Language Focus:
Approaches Followed: Skills:
Aims
Main aim:
Subsidiary aims:
Wise Consumption: Water Saving
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 give advice about water conservation in their school or homes by presenting a top ten poster.
• To distinguish expressions and vocabulary related to water conservation by matching expressions with words.
• To identify specific information in a video about water conservation by listing ways to save water.
• To list ideas to advise what to do or not to do to promote water conservation.
• To use expressions to give advice about water consumption and conservation through an oral presentation.
Lesson plan designed by:
2Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
8GRADE
th
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:
The students have previously worked on modal verbs to give advice. They can recognize and use modal verbs such as; ought to, must. This lesson will serve as a consolidation of language and content practiced throughout the unit. Students ability to use expressions to give suggestions and solutions to environmental issues will be assessed.
Recognises vocabulary on water conservation.
Identifies words and expressions to give suggestions and opinions.
Expresses ideas in a logical order.
Completes the general sense of a recording text in a logical order.
Lists a group of ideas to avoid water waste and promote its conservation.
Creates a poster using vocabulary about water conservation expressions.
Prepares a short oral presentation to promote water conservation.
Shows respect for the opinions expressed by others.
Promotes responsible consumption and respect for the environment.
Participates actively in planned activities.
Brainstorms and lists ideas on water conservation.
Drafts ideas to make posters with top ten tips to promote water conservation.
Lesson plan designed by:
3Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
8 8GRADE
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water wastewater conservationExpressions to give suggestions and solutions.If … then …
I have a proposal (to make)I would like to put forward a proposal (formal)You should/You shouldn’t…
Connectors of addition, contrast, cause and effect.- When/ instead
Learning through interactionValuation of cultural diversitySelf-awareness
The teacher can provide a set of examples after each activity and give students prompts to help them follow the rules. You can prepare a puzzle with sample sentences and get the students into groups to scramble the sentences, so they can notice the target structure.
If so, you can allow them more opportunities to listen to the text again or you can also summarize by using a more simple language to target ideas from the video. You can also chunk or pause the video at certain intervals so they have time enough to complete their listening tasks.
You can allow the students to make their oral presentation next class so that they can also have more time to be well prepared.
As the class is not intended for working grammar, it is possible that the students might have some difficulties trying to identify the use of expressions to give suggestions and solutions.
The students may show difficulties in getting all the ideas and language from the listening text.
The students may need more time to prepare their oral presentation or other activities planned may require more time.
Warm up
Time and Interaction
(5 min)
To get student’s attention and prepare them for the lesson
Environment game -Teacher (T) writes a list of 8 words related to the environment on a piece of paper. Students (SS) get into groups of 5 and have 1 minute to write a list of words related to the environment too. When the time is up they call out the words on their lists to check if they match with the teachers list. They only get points if the get a match. The team with the most points wins the game.
5 minuteswhole class
Stage aims
Procedure
Total Stage timing
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
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8GRADE
th
Engagement
Time and Interaction
(15 min)
To introduce the topic focusing on language about water conservation of the listening text.To prepare the students for a listening activityTo activate schemata through the use of key words and visuals.
LISTEN AND DECIDE! (Total Physical response – TPR)T arranges the classroom in a horseshoe setup providing some empty spaces in every corner. T writes “Water Conservation” on the board and ask students (SS) to call out different ways they know to save water. Check the key language. T writes on the board as many ideas SS come up with and help them with any word or phrase T thinks they may not know. T pastes a set of pictures about ways to save water in every corner of the classroom and labels them as station 1, station 2, station 3 and station 4. (You can get some helpful pictures from this https://www.wikihow.com/Save-Water )T places in every station a set of pictures corresponding to the following ways of saving water :
STATION 1•Fix dripping taps•Set off the water when brushing your teeth•Use a bucket to wash the car
STATION 2•Take short showers•Sweep to clean the floor•Wash full loads of clothes
STATION 3•Use drains to collect water•Use recycle water to flush the toilets•Use water tanks to collect rainwater
STATION 4•Use a watering can to water the plants•Water the grass with grey water•Cover up your pool
T prepares in advance the website game or android application Wheel decide https://wheeldecide.com/ and builds a wheel by adding all the ways of saving water from every station above. T does it randomly without including the word station. T asks SS to go to the centre of the classroom and look at the ways of saving water on the wheel and the pictures on every station. Give them one minute to study the information. Then T explains that when playing the wheel and reading the statement selected aloud, they will have three seconds to move to the station with the picture that matches the Statement. SS in the wrong station or wandering around the place sit down. The last 5 SS standing win the game.
15 minutes
Whole class teacher- students
Stage aims
Procedure
Total Stage timing
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
5
8 8GRADE
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Pre-Listening
Time and Interaction
(10 min)
To help students to predict content of a listening passage and set up a reason to listen though pre-set questions.
T tells SS that they are going to listen to a text (audio # 1, see appendix # 1) about different elements related to water conservation. T gives SS a copy of the worksheet Wise consumption: Water conservation (appendix #2). T tells them that they must listen and number each word from 1 to 11 as they hear them. T plays the recording twice if needed. Then, SS compare with a partner and then T provides the answer (Appendix #3) to check spelling. Then T shows Ss images of the words on the list to provide feedback on meaning.
10 minutes
Teacher -students
Pair work
Stage aims
Procedure
While Listening
Time and Interaction
(25 min)
To provide exposure to the audio text so the students get its gist.To help students focus on specific information to comprehend a listening text
T tells SS that they will watch a video named Cape Town Drought - Our Water Saving Method at home. (https://www.youtube.com/watch?v=MnQAtL5FSuk ) T asks SS to discuss the questions with a partner before watching the video. Then, with the whole class T shares some possible answers for the questions. T explains that they are going to watch a video about water conservation and asks them to pay special attention to the different water saving methods mentioned and tick what they hear. SS then compare their answers with a partner and T provides answers to the whole class. Now, SS complete some notes with information provided by the video. T gives them time to study the notes. T plays the video for a second time. Then T discusses the answers with the whole class.
15 minutesWhole class.
10 minutes individual Pairs
whole class
Stage aims
Procedure
Total Stage timing
Total Stage timing
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
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Time and Interaction
5 Minutes Individual
Whole class
15 Minutes Pair work
Post Listening
(20 min)
To provide students with sample language and vocabulary to guide and produce their own sentences on water conservation.To help students to write a draft for oral presentations on ways to save water providing a set of expression to give suggestions
T tells SS to read the sentences on Column A and B. T explains that sentences in column A correspond to water saving advice and statements on column B correspond to wasting water behaviours. T emphasises the modal verbs usage to give advice, the words and expression to give suggestions and solutions to refer to bad behaviours. Then, T asks them to match the expressions with a correct wasting water behaviour. T helps SS with any unknown vocabulary. T checks answers together with the whole class.
SS get into pairs and T tells them to read the expressions given on Exercise 8. T explains that those expressions are used in spoken language to give suggestions and opinions. T tells them they are going to prepare a small campaign to give advice to people from their school or neighbourhood to promote water conservation. They should first prepare what they are going to say. Now help them to prepare the language by modelling some examples such as: If we put buckets in the roof to collect rain water, then we could use this water to fill the washing machine or water the plants.
T monitors and helps SS with any vocabulary.
Stage aims
Procedure
Total Stage timing
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
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8 8GRADE
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Time and Interaction
15 minutes Group work Whole class
Speaking
(15 min)
To help to prepare the students for real speaking situation through oral presentations.To promote autonomy and automaticity in oral language production.
Put the students in groups of 4 and ask them to design a visual poster with a creative drawing and slogan on ways to save water in their school or neighbourhood. Students then prepare tips to present along with the slogan.
Each group should post their posters on a different place around the classroom. Some Students stay with their poster and present as they receive visitors (gallery type activity). Students rotate every 3 minutes and they also take turns presenting.
Follow up activity: -Tell students to think of possible answers for questions on Exercise 9 and come up with ideas to have a short discussion the next class about wise water
conservation and saving methods. Self-assessment and peer- assessment
-Tell students to go the assessment session (Appendix # 4). Read the criteria with the whole class and ask them to do the self-assessment by ticking the square under the scale prompt that better describes their performance.
-Then, put the students in pairs and ask them to evaluate their partners performance.
Stage aims
Procedure
Total Stage timing
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
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8GRADE
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Materials Needed
1. APPENDIX # 1: AUDIO # 1 - EXERCISE # 1 2. APPENDIX # 2: WORKSHEET N° 1- WISE CONSUMPTION: WATER SAVING3. APPENDIX # 3: ANSWER KEY 4. APPENDIX #4: SELF AND PEER ASSESSMENT.5. APPLICATION GAME: https://wheeldecide.com/6. VIDEO LINK : https://www.youtube.com/watch?v=MnQAtL5FSuk 7. OTHER MATERIALS: Papers, markers, speakers, video projector or T V.
Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
Lesson plan designed by:
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8 8GRADE
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Lesson plan designed by:
10Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
8GRADE
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Appendix 1
Appendix 2
Worksheets and other appendixes
Audio Nº1
Name:______________________________ Grade: 8th Date: DD MM YYYY
1. Listen and label each picture with the right word from the box” por “number the words in the order they appear on the recording. _1_ a) hoses___ b) shower___ c) dams___ d) drought___ e) drain ___ f) baths ___ g) bucket ___ h) downpipes___ i) tap___ j) toilets___ k) fish pump___ i) water tanks
2. Discuss the following questions with a partner. Do you know where Cape Town is located? What do you think the video is about? What water saving methods do you practice at home?
3. Now, listen and watch the video: Cape Town Drought - Our Water Saving Method at Home https://www.youtube.com/watch?v=MnQAtL5FSuk 4. Check the water saving methods mentioned by the kids in the video before. ð Fix dripping tapsð Set off the water when brushing your teethð Use a bucket to wash the car Take short showersð Sweep to clean the floorð Wash full loads of clothesð Use drains to recycled waterð Use recycles water to flush the toiletsð Use water tanks to collect rainwaterð Use a watering can to water the plantsð Water the grass with gray waterð Cover up your pool
5. Listen to the video once again and complete the notes.
1. Cape town is in danger of a very bad 1. ___drought____2. Hayden is allowed to take a shower only for _____________________3. The water from Hayden’s shower is collected in _____________________4. The water collected from the shower is used to ______________________5. Their pool cover saves 90% of water from _______________________6. The greywater from the laundry is used to_______________________
Lesson plan designed by:
11Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
8 8GRADE
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Discuss: What water saving methods from the video do you practice at home? What other methods can you add?
6. Match the advice about ways to save water in column A with a corresponding wasting behaviour or situation in column B.
A B
1.If you put a bottle with water in your toilet tank
a. then, you will use less water to flush the toilets.
2. if you take a short shower b. then, you can control how much water to use to water the plants
3.if you fix the dripping taps in your home. c. then, you could use it to clean the dirt outside
4.if you use a bucket to wash your dad's car d. then, you will not have to wash just a few things at a time
5.if you wash full loads of clothes e. then, you can reduce the amount of money you pay in your water service bill.
6.if you use a watering can. f. then, you could use it to water the grass.
7. if you collect the grey water from the was-hing machine.
g. then, you will not need to run a bath.
8.if you recycle water from the roof with dra-ins and tanks
h. then, you don't have to waste a lot of water in the streets with a hose
7. PAIR WORK. Use the clues and write some sentences to give advice about saving water in your school or home.
8. Teamwork: work in group of 4 students and design a poster with drawing and slogan on ways to save water in your school or neighbourhood. Prepare a short presentation to display your campaign.
9. Discuss with the whole class the following question: Do you know what moorlands are? Why are they so important? How do you think our planet will be like if water reserves decrease? What would be some consequences upon human life?
Lesson plan designed by:
12Víctor Hugo Calderon MaestreI.E. ALFONSO ARAUJO COTES
Valledupar
8GRADE
th
Appendix 3
ANSWER KEY
Exercise 1:
a b c d e f g h i j k l
1 7 3 12 11 9 5 10 2 4 8 6
Exercise 4:Take short showers/ Use drains to collect water/Use recycles water to flush the toilets/ Use water tanks to collect rainwater/Water the grass with grey water/ Cover up your pool
Exercise 5:1. drought2. 2 minutes3. buckets or water tanks 4. flush the toilets5. evaporating6. water the grass
a b c d e f g h
1 6 7 5 3 8 2 4
Video transcript:
Cape Town drought - our water saving methods at home
Cape Town is in the grips of the worst drought in a hundred years, our dams are only 38% full and this is after our winter rains.
Capetonian can only use 86 litres of water per day in order to get to next winter. We have made a video to show how our family saves water.
This is my brother Hayden he’s going to show you the only use for baths during the drought.“I am only allowed to shower two minutes, the water goes into the bucket or the drain”
The water from Hayden’s shower used to go down the drain but now is collected in our water tanks.
We use the water that we collect from the shower to flush the 8.toilets. This saves us round about…. ten litres times four people times four flutters equal a hundred and sixty litres a day.
The downpipes have been redirected to allow rain water to fill up our pool, just like today.
Our pool cover saves 90% of the water from evaporating.
Hayden and the rest of the family have cut down all the washing loss and the grey water is used to water the grass using creepy-crawly hoses.
To get the water out of the jojo tanks we have to use a tap or our fish pump. Hayden, please go turn on the pump!
We can use the water in two different ways, to fill up the bucket….…or we can use a spike as a hosepipe.
We hope we are doing our bit to save water and we hope you are doing your bit too
