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LESS

ON

PLA

N

Maykcoll Stevens Yepes SuárezI.E CEFAMedellín

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainability: Sustainability Actions

55 min

38

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 this lesson students will be able to propose sustainable actions based on The Seventeen UN Sustainable Development Goals.

• To express points of view in simple argumentative written and oral texts about academic subjects.

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

• To structure different types of texts related to general and personal topics of interest.

• To exchange oral information about topics of general and personal interest in debates.


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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 will be the first lesson of this Module. In this lesson students will identify the Seventeen UN Sustainable Development Goals and how to achieve them. In further lessons students will define the causes and effects of global issues and differentiate real and unreal conditions.

To make the most of this lesson, students must be familiar Distinguishing vocabulary and expressions related to globalization, identifying basic structures of present, past and future tense and differentiating the structure and use of the infinitive and gerund.

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

Identifies basic structures of present, past and future tense and perfect tense.

Differentiates the structures of real and unreal conditionals.

Expresses orally points of view about topics of interest.

Supports points of view orally and 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.

Applies reading learning strategies. E.g. self-monitoring comprehension and graphic organizers to learn new vocabulary and ideas.

Uses previous knowledge to build knew one.


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11Content:

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

Lexical:

Grammar:

Pronunciation:

Discourse:

Sociolinguistic/Intercultural:

Words 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, perfect tense. • Conditionals • Present and past tense.• Reported Speech. • Connectors of cause and effect.

• Recognition of pronunciation and blending 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


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Anticipated problems: Planned solutions

Providing Ss with different content alternatives to help them predict what the lessons will be about.

Using audio-visual material about the Sustainable Development Goals with subtitles.

Providing Ss with input coming from audio-visual material as well as including vocabulary and reading exercises as matchings and fill in the gaps to help them understand the vocabulary and texts about Sustainable Development Goals.

Using visual aids as videos and images to help the students identify the seventeen Sustainable Development goals.

Including a matching exercise to help Ss identify The Seventeen Sustainable Development Goals.

Providing Ss with strategies to achieve The Seventeen Sustainable Development Goals examples and allowing team work, so Ss help each other.

Ss may have difficulties predicting the content of the lesson.

Ss may have difficulties understanding the content of audio-visual material about Sustainable Development Goals.

Ss may have difficulties understanding the vocabulary and texts about Sustainable Development Goals.

Ss may have difficulties identifying the seventeen Sustainable Development Goals.

Ss may have difficulties identifying strategies to achieve the seventeen Sustainable Development Goals.

Ss may have difficulties proposing strategies to achieve the seventeen Sustainable Development Goals.

11Warming up / Predicting

Lead in

Time and Interaction


(5 min)

(5 min)

To help students switch on for the English lesson

To set the context for the listening task.

Teacher (T) will show students (Ss) images about Sustainable Development Goals. (Appendix 1).

Ss will see/read the images about Sustainable Development Goals and try to predict and tell the class out loud what the lesson will be about. If Ss have difficulties predicting the content of the lesson, T will give them different content alternatives to help them predict.

T will show Ss the video We The People” for The global Goals to provide Ss with input about the lesson topic. “We The People” for The Global Goals(video):https://www.youtube.com/watch?v=RpqVmvMCmp0If teacher does not have the resources to show the video to Ss, T could transcript the video, and read it out loud with the help of flash cards designed by him/her self.Ss will voluntarily tell the class what the video is about and what they remember from it.

5 min. T-Ss.

Ss-T.

5 mins.T-Ss.Ss-Ss.

Stage aims

Stage aims

Procedure

Procedure

Before

Before

Total Stage timing

Total Stage timing



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While

After



(20 min)

(15 min)

To build knowledge about the vocabulary and content of the lesson, to develop the inferring skill and to foster team and cooperative work and peer correction.

To develop inferring, identification and association skills, to foster critical thinking and expressing ideas in written form.

T will give students a text about Sustainable Development Goals with missing words and a list of words to complete it. Find the text in Appendix 2-appendix 3.

Ss will fill in the gaps in a text about Sustainable Development Goals with the list of words previously given by T. Then, they will compare their answers with their teammates. and voluntarily share them out loud with the rest of the class.

T will give Ss the list of The Seventeen UN Sustainable Goals and a list of pictures.

T will give Ss the Seventeen UN Sustainable Development Goals and a list of strategies to achieve them. Find the goal and strategies in appendix 4

Students will match the Seventeen UN Sustainable Development Goals with the corresponding strategies to achieve them. Then, they will compare their answers with their teammates and voluntarily share them out loud with the rest of the class.

T will provide Ss with an example of an additional strategy to achieve one of the Seventeen UN Sustainable Development Goals.

Ss will choose two of the Seventeen UN Sustainable Development Goals and write their own strategy to achieve every one of them. Every pair of students may help each other. Then, they will voluntarily share it out loud with the rest of the class.

T will take notes of Ss participation on the board.

Ss-Ss10 min

Ind and PW.10 min T-Ss.

10 mins.T- Ss.

Ind, PW and Ss-Ss.T-Ss.

Ss, PW and Ss.5 min

Stage aims

Stage aims

Procedure

Procedure

Reading for gist

Writing

Total Stage timing

Total Stage timing



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After

After



(5 min)

(5 min)

To foster self and peer correction.

To foster critical thinking and further exploration of the topic.

Teacher will ask the Ss to orally and voluntarily correct their participation notes. T monitors and support them when necessary.

T moderates a short whole class discussion asking Ss to share which of the sustainable actions mentioned during the lesson they regularly practice.

T will tell Ss next class they will design mini posters with Sustainable actions so they have to bring the necessary materials: scissors, markers, etc.

Finally, teacher invites Ss to visit the Be the Change and The Lazy Person’s Guide to Saving the World websitesfor further information,.

5 mins.Ss-T.

5 mins.Wh.

T-Ss.

T-Ss.

Stage

Stage aims

Stage aims

Procedure

Procedure

Feedback

Wrapping up

Total Stage timing



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Materials Needed

1. Sustainable Development Goals (images):2. Appendix 1, 2, 33. Answer key APPENDIX 5 4. web

Materials needed

• https://www.un.org/sustainabledevelopment/ https://saultonline.com/2016/10/poverty-in-the-sault-

hits-15000/

• https://www.huffingtonpost.in/2017/10/12/india-ranks-100th-on-global-hunger-index-trails-north-korea-

bangladesh_a_23241949/

• https://www.success.com/whats-most-important-sleep-exercise-or-diet/ http://www.garysiplin.com/

issue/improve-education/

• http://reward2200.mzdrize85.live/?utm_

medium=oxxGrJ1EO8rl%2flkgHhDHtdaJe%2b6y3ml38Z%2b1ZX9QaLo%3d&t=main7_7

• http://www.youth-time.eu/articles-analytics/millennials-taking-the-lead-for-gender-equality

• https://greengroundswell.com/clean-water-laws-prior-to-safe-drinking-water-act-of-1974/2013/06/24/

• http://www.greenafricadirectory.org/africa-clean-energy-corridor-proposed/ https://skillroads.com/blog/

surprising-jobs-that-do-not-need-resume

• https://www.wbf.admin.ch/wbf/en/home/themen/Innovation-Digitalisierung.html https://www.sas.upenn.

edu/sspf/content/summer-institute-inequality

• https://africadata.com/blog/2016/11/09/cameroon-inclusive-sustainable-cities/ https://tobykurien.com/

the-anti-consumerist-lifestyle/

• https://www.independent.co.uk/news/business/news/bp-shell-oil-global-warming-5-degree-paris-climate-

agreement-fossil-fuels-temperature-rise-a8022511.html https://www.tes.com/lessons/t6LTJz5NJppYvg/

ocean-life http://weknowyourdreams.com/peace.html

• https://www.google.com.co/

search?biw=1366&bih=625&tbm=isch&sa=1&ei=v4rxW7KiCM_4zgKZ24PoCg&q=justice&oq=justice&gs_

l=img.3..0i67j0j0i67j0j0i67l3j0l3.133254.135053..135687...1.0..0.242.1817.2-8......0....1..gws-wiz-img.

ZHu9ktBa1u4#imgrc=nubEjAMZjaXV1M



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Appendix 1

1. Images about the Seventeen UN Sustainability Development Goals.

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Appendix 2

2. Sustainable Development Goals worksheet:

Student: ____________________Group: ____________________Grade: ____________________Teacher: ____________________Subject: ____________________School: ____________________City: ____________________Country: ____________________Date: ____________________

APPENDIX 3

Read the text and fill in the gaps. See the example. Then, join with a classmate and compare your answers. Be ready to share them out laud with the rest of class.

Sustainable Development Goals

17 Goals to Transform Our WorldThe _Sustainable Development_ Goals are a call for action by all countries – poor, rich and middle-income – to __________ prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic __________ and addresses a range of social __________ including education, health, social protection, and job opportunities, while tackling climate change and __________ protection.

About the Sustainable Development GoalsThe Sustainable Development Goals are the __________ to achieve a better and more sustainable future for all. They __________ the global __________ we face, including those related to poverty, inequality, climate, environmental _degradation_, prosperity, and peace and justice. The Goals interconnect and in order to leave no one behind, it Is important that we __________ each Goal and __________ by 2030.


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Appendix 4

1. Label the pictures. See the example. Compare your answers with your classmate. Then, watch the video (https://www.youtube.com/watch?v=0XTBYMfZyrM) to confirm them:

No PovertyZero Hunger

Good Health and Well-BeingQuality Education

Gender EqualityClean Water and Sanitation

Affordable and Clean EnergyDecent Work and Economic Growth

Industry, Innovation and Infrastructure

Reduce InequalitiesSustainable Cities and CommunitiesResponsible Consumption and ProductionClimate ActionLife Below WaterLife on LandPeace, Justice and Strong InstitutionsPartnerships of the Goals

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