8

th

GRADE

LESSON PLAN
Theme: Sustainability: Human Actions
Length of Class: 90 min
Number of students: 38

Language Focus:
Grammar

Vocabulary

Functions

Other

Skills: Approaches Followed:

Reading Co-Teaching

Listening Communicative Approach

Writing Project Based Learning

Speaking PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Aims

Main aim: By the end of the lesson students will be able to exchange information
on human actions and the way they affect the environment.

Subsidiary aims: • To talk about the actions in order to protect the environment.
• To listen to classmates in order to recognize their daily practices and
the impact they may have in the environment.

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 1

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

GRADE
Performance indicators:

Knowing: Identifies the structure of information questions.

Doing: Requests information from classmates about human actions in the environ-
ment through information questions previously rehearsed.

Being: Recognizes his/her own environmental practices and those of others.

Learning to learn: Works in pairs/groups in order to prepare the questions he/she will use
during the lesson.

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?)
This is the first lesson in a series of nine lessons for module 1. In 7th grade, module 3, students were giving
recommendations about the protection of the environment and exchanging information about every day activities
related to the use of resources like water. This module has led students to think about some good environmental
practices and how they are put into practice in daily life.

In this lesson, students will recycle and learn some verbs related to human actions and environmental practices.
In the next lesson, students will describe their concerns, likes and interests in order to talk about some ideas that
can be implemented in their community to solve an environmental issue they are dealing with.

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 2

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

GRADE
Content:

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

Lexical: • Human actions: Plant trees, throw garbage, mining, agriculture

• Environmental practices: Reducing carbon print, recycle, waste.

Grammar: Simple present tense is used to the to refer to events, actions, and conditions that happen all the
time, or exist now.
Subject Affirmative
I I play/study/teach/run
You You play/study/teach/run
Singular
He He plays/studies/teaches/runs
She She plays/studies/teaches/runs
It It plays/studies/teaches/runs
We We play/study/teach/run
Plural
You You play/study/teach/run
They They play/study/teach/run

Wh- questions in simple present:

Wh- word Auxiliary Subject Verb in base form Question mark

What

Where
Do I, you, we, they
Play, study, teach,
?
When run
Does He, she, it
How

How often

Pronunciation: The suffix for third person singular verbs in the simple present tense is pronounced differently
depending on the sound of the last syllable of the verb:

Sound of the last syllable of the verb Pronunciation of the suffix Example
voiceless sound: p, pe [p]t, tt, te [t]k, ck,
Unvoiced s [s] breaks [breiks]
ke [k]f, gh [f]th [θ]h [h]y [j]

Voiced sound: m, me [m]n, ne [n]ng [ŋ]b,

be [b]d, de [d]g, ge [g]v, ve [v]th [ð]w [w]r, voiced z [z]
re [r]l, ll, le [l]

Sounds like: s, se, ce [s]*z, ze [z]sh [š]ch

voiced ez [әz] voiced z [z]
[č]j, dge [ĵ]
-es is pronounced as a
Sounds like: [s], [sh], [ch], [z], [j] Misses [mIsәz]
separate syllable: [ɪz]

Discourse: Sequence connectors.

Sociolinguistic / Learning through interaction

Intercultural:

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 3

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

GRADE
Anticipated problems: Planned solutions

Students may feel scared of speaking in English in front Make students work in pairs or small groups so they
of other people. practice with peers before speaking to the whole class.

Students may have trouble to prepare their questions. Give students time to receive feedback from peers before
they use their questions in interactions.

Students may have forgotten some vocabulary and Include stages to review previous knowledge on human
grammar previously practiced. actions/environmental practices and simple present
affirmative/negative.

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 4

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th
Pre-task

Total Stage Review on human actions/environmental practices

timing (10 min)
GRADE

Stage aims To identify information about environmental practices

Teacher (T) asks students (SS) to get in pairs and gives them a worksheet with an incomplete text about the environmental practices of students at a Colombian school: Time and
1. Ss read the text silently. Interaction
Procedure 2. Ss complete the text with the words from the boxes (verbs/vocabulary about environment).
3. T asks Ss to read the text aloud in order to check answers. 10 minutes
PW
T monitors while SS work in pairs.
Answer key: Environment, classify, waste, containers, categories, compost, recycling, trash.

During the task

Survey part 1
Total Stage
timing (15 min)

Stage aims To describe their own environmental practices.

T gives Ss a worksheet with a survey to complete. It is about their environmental practices and the ones that some of their classmates do: Time and
1. Read the questions on the chart and complete with his/her own answers on the column ME Interaction
Procedure 2. Share answers with the partner next to him/her to find similarities, make corrections if necessary and practice pronunciation.
15 minutes
T monitors while SS work in pairs to answer the survey and gives any language support needed. IND
S-S

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 5

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th
During the task
Survey part 2
Total Stage
timing (10 min)
GRADE

Stage aims To exchange information about environmental practices.

T tells SS to ask two classmates the questions on the survey:

Time and
1. SS Walk around the class asking two different people the questions on the survey. Interaction
Procedure
2. SS Write in their notebooks their classmates’ answers.
10 minutes
IND
T moves around the classroom to monitor and make sure SS use the English language.
S-S

During the task

Report on chart findings
Total Stage
timing (10 min)

Stage aims To share the findings

T asks Ss to share the findings in their survey with the rest of the class: Time and
Interaction
1. T asks for volunteers to read each question on the survey out loud.
Procedure 10 minutes
2. T asks two volunteers to share their answers for each question.
3. T asks for two volunteers to share some of their classmates’ answers. Whole class
(WC)
S-T
S-S

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 6

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th
During the task
Language work
Total Stage
timing (10 min) GRADE

Stage aims To recognize the structure of information questions

T asks SS to work in pairs to determine what words are used to ask for information about people’s practices. Time and
T writes the question What do you do with organic waste? on the board and uses different color markers to highlight the Wh- word, the auxiliary, the verb and the Interaction
Procedure complement.
T tells students this kind of questions help them get information about people’s routines or common actions. 10 minutes
T asks Ss to highlight the elements of the information questions in the survey they have just practiced with and then share their findings Pair work (PW)
T-S
S-S
S-T

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 7

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th
During the task
Survey design
Total Stage
timing (15 min) GRADE

Stage aims To create a survey about environmental practices.

T tells SS to work in pairs to create their own survey based on different environmental practices suggested. The topics are listed on the board: Time and
Plant trees, water plans at home/your school/your neighborhood, rescue abandoned animals, pick up rubbish public places, volunteer at a community garden, classify Interaction
waste, reuse materials in their original form, pass materials to others so they can reuse them, turn off appliances when not in use, use organic waste to make compost,
Procedure 15 minutes
carry waste in your backpack until you find a trashcan.
PW
Students need to: S-S
- Choose three environmental practices from the list written on the board.
- Make a chart in their notebooks to write their own survey. T monitors
- Create three questions with the environmental practices chosen.
-Write the three questions in the chart.

T monitors while SS work in pairs to create their own survey and gives any language support needed.

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 8

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th
During the task
Survey conduction
Total Stage
timing (10 min) GRADE

Stage aims To exchange information about environmental practices.

T tells SS to ask two classmates about their environmental practices based on the survey they designed. Time and
SS go around the class and ask two classmates about environmental practices and write on their notebooks the answers given Interaction
Once SS have finished doing the survey, T writes on the board expressions to report findings in the survey: We found that…, Maria says she…, Pedro says he…, etc.
Procedure 10 minutes
T asks volunteers to share their findings using the expressions to report.
T moves around the classroom to monitor and make sure SS use the English language.

IND.
S-S

After the task

Feedback section
Total Stage
timing (10 min)

Stage aims To raise awareness and understanding on the target language

From common problems found in the students’ interactions during the development of the task (pronunciation, lexical phrases, phrase structure), T leads a section to
correct them by asking students what were the mistakes they listened to and what are the corrections.
Time and
Interaction
Procedure
10 minutes
WC
T-S
S-T

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 9

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

Materials Needed
GRADE

1. Copies of worksheets 1 and 2,

2. markers.

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 10

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

GRADE
Worksheet 1

Review activity

Aim: To identify information about environmental practices.

Complete the text with the vocabulary in the box:

categories – environment – recycling – containers – trash – classify – waste – compost

My name is Juan Carlos; I am student from I.E.D. Castillo de la Alboraya in Barranquilla. I am in eighth grade and our
teacher works with us in a project to protect the ___________ with simple actions. In our classroom, for example,
we ________ the waste in different containers: one for organic _______, one for plastic, one for paper and one for
trash. When we eat something we put the waste in one of the ____________. After that, every two days, we also take
the containers to the entrance of the school, students from other classes do the same and, then, we all put the waste
together according to the ___________. Finally, we do different things with the wastes: we make __________ with the
organic waste, we give the ____________ material to a neighbour that works as a recycler and we put the _________
in a big bag, so that the trash truck can pick it up.

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 11

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

GRADE
Worksheet 2

Survey

Aim: To exchange information about environmental practices.

1. Read the questions on the chart and complete with your own information (column “Me”)
2. Share answers with the classmate next to you to find similarities and make corrections if necessary
3. Practice the pronunciation.
4. Ask two other students about their environmental practices, using the questions in the survey.

Student 1 Student 2
Questions Me ________________ _________________

Where do you put the packets of

the food you eat?

What do you do with the trash

when you cannot find a trash can?

What do you do with organic

waste?

How often do you recycle?

What actions do you do to protect

the environment?

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 12

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla
 8
th

GRADE
References

Cambridge dictionary. (2018). The present simple. Retrieved from:

https://dictionary.cambridge.org/es/diccionario/ingles/present-simple

IEDA. (2018). Pronunciation & spelling of third person singular. Retrieved from:
http://eoimarbella.es/semi/EOI_IN3_U1_T1_Contenidos_v10/411_pronunciation__spelling_of_third_
person_singular.html

MEN. (2016). Way to go 8th grade students book. Bogotá. Richmond.

MEN. (2016). Pedagogical principles and guidelines suggested English curriculum. Bogotá.

MEN. (2016). Suggested curriculum structure 6th to 11th grade. Bogotá.

National institute of environmental health sciences. (2018). Reduce, reuse, recycle. Retrieved from:
https://kids.niehs.nih.gov/topics/reduce/index.htm

Lesson plan designed by:

Gustavo Adolfo Gutiérrez Rodríguez 13

I.E. DISTRITAL EL CASTILLO DE LA ALBORAYA
Barranquilla