GRAE - Colombia Aprende€¦ · T will give them examples of the kind of sentences they can make using some sort of conditional tense. Ss first check the sentences in group for corrections

11GRADE

th

LESS

ON

PLA

N

Ángela Concepción Martínez TohomasI.E. ISABEL MARIA CUESTA GONZALEZ

Riohacha

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainability: Actions of Sustainability

110 min

45

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 express their points of view in simple argumentative written and oral texts about academic subjects and propose some advices to face social crisis in their community. By the end of the session, students will be able to:

• consolidate a range of vocabulary related with sustainability.

• To develop reading subskill of skimming and scanning.

• Identify explicit and implicit information in different types of texts about subjects of general interest.


2

11GRADE

th


Riohacha

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:

Bearing in mind that this represents the first module to be developed in the eleventh grade, students should identify some expressions to predict and give a hypothesis, (I deduced ..., imagine that ... I predict), Expressions to infer (explained in ... infer that ...), Expressions to justify (I think this because), Expressions to persuade (I believe that ... the advantages of ... outweigh the disadvantages of … insofar as…).

Furthermore, in order to developing the most of this lesson, Students should identify basic Grammar Focus in English (simple present, past and future tense, Wh-questions, use of would in conditional tense, use of linking words to show advantages and disadvantages in a discourse, simple present tense of verbs in third person, - Use of first and second conditional, abilities for identify logical consequences from simple causes and - Sensitivity to the social problems of their environment).

Identifies specific information about a topic of interest in oral and written texts.

Defines the causes and effects of a topic of general interest.

Differentiates the structures of real and unreal conditionals

Supports points of view in writing about topics of general interest, making use of expressions and structures studied.

Identifies the characteristics and key aspects of a topic of general interest.

Values and respects the opinion of others.

Assumes a critical position about academic and social subjects of interest.

Reflects about peers’ collaboration and how it could improve his/her own knowledge.

Thinks in a critical way about some problems in his/her region.


3

11GRADE

th


Riohacha

11Content:

Anticipated problems: Planned solutions

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

Teacher should be prepared to review previous knowledge among Students if it´s necessary.

Teacher should emphasize on basic problems in students´ daily lives in order to encourage a meaningful learning.

Students participation is important, for this reason Teacher should allow participations, even in Spanish, for facing shyness among students.

Some students couldn´t remember previous knowledge required to develop this new issue.

Students could have some problems identifying (in Spanish) some consequences after some actions, and using specific vocabulary.

Shyness among students might affect or reduce oral participation individually; so, they couldn’t respond totally in English because their level.

Lexical:

Grammar:

Pronunciation:

Discourse:

Sociolinguistic / Intercultural:

hunger, health, education. Equality, gender, inequality. Environment, climate, oceans, seas, marine resources, ecosystems, water, energy, sanitation.

Future tense, Conditionals, Present and past tense, Reported Speech, Connectors of cause and effect.

Recognition of pronunciation and blending an opportunity –An opportunity, recognize stress in short phrases: Sorry, I’m not sure what you mean.

Logical relations of cause, effect and contrast.

Learning through interaction, Skills to analyze, interpret and relate, Respect for others, Adaptability to different forms of communication and learning, Curiosity and discovery.

Warm Up

Time and Interaction

(10 min)

To encourage Ss with a new topic.To get to know Ss’ vocabulary range on sustainability.

T shows Ss flashcards with some icons of goals proposed by UN for sustainable development. Students will match with those icons with the respective title.

For developing this activity, T will paste the icons on the board, and hand in the titles randomly to different students in the classroom. (see Appendix 1)

If T does not have the chance to print the copies, T could draw on the board the images and write the sentences. At the end of this warm-up activity; T will ask Ss:

- Have you seen these icons before? Where?- What does these symbols mean?- What does the acronym UN stand for?

If some Ss have questions about the vocabulary of some words in the questions, T explains with some examples. - Icons are the graphic symbols and can give an example. STOP is an icon.- Acronym is an abbreviation formed from the initial letters of other words. NASA

10 mT - Ss

Stage aims

Procedure

Total Stage timing


Riohacha


4

11GRADE

th

Lead in


(15 min)

To check previous knowledge.To reflect about collaborative work.

T will tell Ss they are going to check some vocabulary on starvation by solving a scramble (see appendix 2). T will explain them that they should work in pairs, and T will encourage Ss to reflect about the importance of working collaboratively.T checks answers with all the class.

NOTE: Students can access this same exercise through whatever device for practicing on line at home: https://www.educaplay.com/en/learningresources/4146833/humanitarian_crisis.htm

15 m

S-S

Stage aims

Procedure

Vocabulary


(15 min)

To consolidate and strengthen Ss’ vocabulary range on sustainability problems. To engage Ss in the main topic of the class.

T will propose a Match game using concepts and meanings related to sustainability problems, such as: starvation, hunger, waste natural resources, etc; these words will be written on cardboards, so Ss can identify the correct pair. (Appendix No.3)Teacher will check the answer with whole class.

15 minSs-Ss

Stage aims

Procedure

Total Stage timing

Total Stage timing


Riohacha


5

11 11GRADE

th


(20 min)

To introduce the topic of the reading and elicit predictions around the text.

T will write the term STARVATION on the board and ask Ss : “What is Starvation?, If Ss don´t remember the meaning of this word, T could help them giving some examples: “deficiency in caloric energy intake”- “prolonged starvation can cause permanent organ damage and eventually, death” , so Ss can guess it easier.If Ss don’t catch the meaning, T could draw on board a picture of it. If it’s possible, the T bring out some pictures about this disease. T will give Ss, a copy of a worksheet in pairs of Appendix 4, for Ss to do some Predicting before Reading. T will tell Ss they will only have 5 minutes to complete this task in an individual way.

Ss will socialize each one of the answers about the task.

T will tell Ss they would check if these predictions were right or wrong, before reading the text.

10 minSs-Ss

10 minPairwork

Stage aims

Procedure

Predicting

Total Stage timing


Riohacha


6

11GRADE

th


(20 min)

To develop reading subskills: skimming and scanning.

T will tell Ss that they are going to read a text about Starvation in Colombia. T will say that the text is Informative and elicits what Informative means. T will explain Ss different ways in which information can be presented, highlighting that the example is a written news from a virtual newspaper.

T will say Ss that Ss should complete the text while they are reading quickly the text, inferring main ideas in each one of the paragraphs. T will advise to Ss about main ideas are usually located at the beginning and the last of each line.

- The recommendation to complete this exercise is through skimming (skimming is reading a text quickly to get a general idea of meaning) It’s not necessary to tell Ss about this subskill, the information is provided for the T.

Ss will skim individually the text about starvation, and match the headings with the paragraphs. T will ask Ss to compare their answers in pairs, before checking with all the class.

Answer key: Paragraph 1 – I, Paragraph 2 – C, Paragraph 3 - F, Paragraph 4 – D, Paragraph 5 - B, Paragraph 6 - A, Paragraph 7 - H, Paragraph 8 - G.

Teacher will tell Ss they can also have the chance to check the first answer about predictions during this scam activity.

T will give Ss 10 minutes to complete this task.

Ss will read and check their predictions and later, they compare their answers in pairs before checking them with all the class.

20 minSs-Ss

Ind.

Stage aims

Procedure

Reading for Gist

Total Stage timing


Riohacha


7

11 11GRADE

th



(10 min)

(10 min)

To develop reading subskills: summarizing and note takingTo foster communication and collaboration among learners

To write effective thesis statements. To express their opinion in written form.

T will explain Ss that they should read all the text again and write some notes in the diagram to summarize the main points.

T will tell Ss, they should work in groups of 4, so, three students will indicate one cause of Starvation in La Guajira, and the last one will write the consequence of it.

Each one of the Ss should explain to the rest of their partners their answers, and T will ask a few Ss to share their summary notes on the text.

For this stage, T divides the class into small groups (4 people), and ask each group to create two or three sentences about the text. T will give them examples of the kind of sentences they can make using some sort of conditional tense. Ss first check the sentences in group for corrections. T monitors in this part and give Ss some help. T asks for one Ss per group and include into another one. This is for socializing information and also to check the Ss productions.

10 minGW

10 minGW

Stage aims

Stage aims

Procedure

Procedure

Summarizing and Note Taking

Writing

Total Stage timing

Total Stage timing


Riohacha


8

11GRADE

th

Materials Needed


(10 min)

To peer evaluate the sentences. To receive feedback and reflect.

After each group has made their statements, they pass them around to other groups. Then, they read each other’s statements.Ss read the sentences and correct them (if necessary) with a different color text. Ss return the sentences of other groups and Ss come back to groups. Ss realized the mistakes in each sentence. Finally, T will provide general feedback based on the work done, T explains the importance of these sentences during daily routines and highlight the importance of actions of sustainability in our country.

10 minS-ST-S

Stage aims

Procedure

BoardMarkers, FlashcardsApendix 1. (depends on the N. of Ss) Flascards about sustainabilityApendix 2. (depends on the N. of Ss)

Peer Evaluation and Feedback

ScrambleApendix 3. (Concepts and meanings)Apendix 4. (Steps of Reading comprehension)Apendix 5. (Peer Evaluation.)

Total Stage timing


Riohacha


9

11GRADE

th


10

11GRADE

th


Riohacha

Appendix 1

Worksheets and other appendixes

Match each Icon with its title.

Affordable and Clean energy

Zero Hunger

Decent work and Economic Growth Indrustry

Quality Education

Innovation and Infrastructure

Clean water and Sanitation

Gender Quality

No Poverty

Good Health and well-being

Reduce Inequality

Incluir imágenes que ilustren los objetivos de desarrollo sostenible de la ONU.

11


11

11GRADE

th


Riohacha

Find the following words:

Appendix 2


12

11GRADE

th


Riohacha

Match Concepts with Meanings.

Appendix 3

Extreme PovertyPolitical CorruptionHungerNegligence of AuthoritiesApathyWaste natural resourcesTraditional CustomsLack of clear policies

Inability to set ideas or plans that are used as a basis for making decisions.

The use of energy sources and minerals for economic growth, with a negative connotation of accompanying environmental degradation.

It´s a state of indifference, or the suppression of emotions such as concern, excitement, motivation, or passion.

It is a condition whereby an individual lacks the opportunity to make meaningful choices that will sustainably improve his or her life.

The behavior usually consists on actions but can also consist of omissions when there is some duty to act.

Beliefs or methods which have existed for a long time without changing.

Use of power by government officials for illegitimate private gain.

A feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat.


13

11GRADE

th


Riohacha

11Worksheets 1

Predicting:

You are going to read an article about Starvation. Before you read, guess the answers for each of the questions below. Then read the text on the next page to confirm or correct answers:

1. Who are the most affected population with this humanitarian crisis?a. childrenb. womenc. men

2. What is the main cause of death among children in La Guajira:a. malnutritionb. diabetesc. cancer

3. One of the causes of Starvation in your region is:a. Presence of indigenous population.b. Presence of Venezuelan immigrants.c. government’s neglect to address ongoing child mortality.

II. Skimming:

Read only the first sentence of each paragraph and match the heading with the corresponding paragraph.

Paragraph 1 ____ Paragraph 2 ____ Paragraph 3 ____ Paragraph 4 ____ Paragraph 5 ____ Paragraph 6 ____ Paragraph 7 ____ Paragraph 8 ____

11 children died of starvation in Colombia last week alone: health instituteHeadline 1: ____________________________________ (1) Colombia’s national health institute (INS) rang the alarm on Sunday after a sudden spike in child deaths due to starvation.

Headline 2: ____________________________________(2) Blu Radio reported on an INS report that reportedly said that 11 kids under five years old died. The institute reportedly counted 37 probable cases of death due to malnutrition throughout the country so far this year.

Headline 3: ____________________________________(3) La Guajira, a poverty-stricken province in the north of the country, saw the most deaths of children under five from malnutrition. Furthermore, the institute says La Guajira experienced a spike in this type of death in 2018 compared to the average reported in the region from 2014 to 2017.

a. Places with the most casesb. lack of policiesc. Cause of children mortalityd. Colombia´s admission in OECEDf. Deaths average in La Guajira this year.g. Deaths average in Colombia last year.h. Places with the most deaths this year.i. Alert message


14

11GRADE

th


Riohacha

Headline 4: ____________________________________(4) Human Rights Watch Americas director Jose Vivanco asked the Organisation for Economic Cooperation and Development (OECD) last year to reconsider Colombia’s admission because of the government’s neglect to address ongoing child mortality.

Headline 5: ____________________________________(5) “The OECD must examine, among others, Colombia’s social policies, including the serious shortcomings suffered by the indigenous people in La Guajira and also assess whether the authorities are taking the necessary measures,” Vivanco told weekly Semana last year.

Headline 6: ____________________________________(6) The INS said last month that La Guajira, Arauca, Choco, Cesar, Magdalena, Boyaca, and Antioquia contained the most cases of child deaths from malnutrition, Blue Radio reported.

Headline 7: ____________________________________(7) Arauca and La Guajira, which share borders with Venezuela, are said to have the most deaths this year. Six of the 37 deaths of minors across Colombia were attributed to foreigners, mainly Venezuelan migrants.

Headline 8: ____________________________________(8) More than 770 children died from preventable diseases in Colombia last year, according to the INS. At least 192 of these deaths were caused by malnutrition.Fuente:https://colombiareports.com/11-children-died-starvation-colombia-last-week-alone-health-institute/

III. Checking understanding:

Read the article again. Then write “T” (True) or “F” (False) next to each of the statements below:

1. According to the news, Government´s negligence could be a cause of Starvation in La Guajira. ( ) 2. Current polices can contribute to solve this problem. ( ) 3. Deaths average in La Guajira is the highest from Colombia. ( )

IV. Find a word or phrase in the text which means...

1. death, especially on a large scale (n). (Paragraph 4, Line 3) _______________ 2. bad health caused by having too little food. (n) (Paragraph 3, Line 2) _______________3. a sharp increase in the magnitude of something. (n) (Paragraph 4, Line 4) -______________

Worksheet 3

Documents

GRAE - Colombia Aprende€¦ · T will give them examples of the kind of sentences they can make using some sort of conditional tense. Ss first check the sentences in group for corrections