FACULTAD DE EDUCACIÓN Y CIENCIAS HUMANAS

Licenciatura en Lenguas Extranjeras con Énfasis en inglés

Comité de Práctica Pedagógica
FIRST LESSON PLAN

Studen
Paula Andrea Paternina Barba Institutio Cristobal Colon
t- n:
Teache
r:
Unit The eco-explores: The environment in Lesson April the 13th
Title: my neighborhood Date:
Level: Elementary # Of 4 hours
Hours:

Acceptable evidence Learning Outcomes/ Lesson Teaching Points:

(Task, project, problem, text) desired outcomes:

Possible Solutions

*The students are going to *To describe the I can encourage my

create an infographic in possible solutions for neighbors to reuse
cardboard with a type the environmental
of pollution that exists in their problems in their I can encourage my
neighborhood. (It is going to be neighborhoods neighbors to recycle
presented in class by stations)
I can encourage my neighbors
to do clean-ups

I can encourage my neighbors

to walk more and use bikes

I can encourage my neighbors

to turn off the lights when they
are not using them.

I can encourage my neighbors

to listen to music in a quiet
way.
Grammar:

Modal verb can

Expressions:

 Soil Pollution and Litter:

 "Trash in the bin, keeps
our planet clean and
green!"

 Water Pollution: "Water,

water, don't you waste it!
Plants and creatures need
a taste of it!"

 Air Pollution: "Happy

bees love clean air, less
pollution is a joyful
affair!"

 Light Pollution: "Turn

off the light, be a shining
star, save energy near
and far!"

 Noise Pollution: "Loud

noises aren't the best,
let's give our ears a little
rest!"

INSTRUCTIONAL ACTIVITIES
Warm-up Resources/Materials Time

1. First, the teacher is going to start Videobeam

(Images) 40
the class showing the pollution min
images and mentioning some
characteristics about the images in
order to do a brainstorming
refresh. In this way, the students
have to say in English the type of
pollution it is and write it down on
the board. Then, the teacher is
going to note down the description
of it on the board while the
students take notes of it.
Core activities

2. Second, the teacher asks students 1

what would be possible solutions hour
and
to address every type of pollution 20
in their neighborhoods. For mins
instance, the teacher says: There is
soil pollution in my neighborhood,
now this is a possible solution: -
the teacher writes on the board-
“I and my neighbors can
recycle”. Then, the teacher starts
nominating students so that they
can tell what might be the possible
solutions. For example, the teacher
is going to ask “Whose
neighborhood has
air/water/soil/litter/noise/light
pollution?” If necessary, the
teacher will reinforce the possible
solutions given by students.

3. Third, (after break), the teacher is Worsheet

30
going to instruct students to do an
mins
infographic that has 3 things:
1. Drawing of pollution (they identify in their
neighborhood)
2. Description of the pollution (There is X
pollution BECAUSE ____ in my
neighborhood)
3. Possible solution: (I can encourage my
neighbors to ___)
the teacher is going to show students an
infographic example in a color sheet, also, the
teacher is going to write down the structures
that they must use to describe the pollution
and the possible solution.

4. Fourth, the students are going to start

1
working and the teacher will be walking
hour
around the classroom in order to guide
them and answer their questions.
5. Afterwards, the teacher is going to be
30
calling students according the list so that
mins
they can do the presentation
 Closure

ASSESSMENT:

REFLECTIONS AFTER LESSON IMPLEMENTATION – FOLLOW UP:

OBSERVATIONS AND COMMENTS:

Formative Supervisor’s Signature Advisor’s Signature

Formative Supervisor’s Signature Advisor’s Signature