MINISTRY OF PUBLIC EDUCATION
WEEKLY PLAN
Liceo Experimental Bilingüe Agua Buena
English Department
Teacher: Allan Quiel Castro
Cognitive Target N° 9: Causes, effects and prevention of environmental pollution.
Language examples and
functions
Pollution
Causes, effects and prevention
A ___________ is caused/ is
produced by _________.
__________ is polluting
_____________.
I think that ___________.
In my opinion, _________.
Functions
Identifying and analyzing
environmental issues.
Expressing opinions.
Date: From May 16th to May 20th, 2016
Level: 9th
Time: 200 minutes
Objectives Procedures Evaluation of Values/ attitudes
learning outcomes and culture
Greeting, calling the roll. (5 minutes)
Warm up:
 The students will solve a word puzzle in which they have Correct formulation of Neatness and good
to decode a secret message related to the prevention of the secret message. working habits.
environmental pollution. (taken from Big Bang!, p. 38)
(10 minutes)
 The students will play Chinese whispers. The class is Discrimination of
divided in two groups. The groups will sit on the floor, words and phrases
making a circle. The teacher will whisper a sentence to heard.
the first student in each circle. They, taking turns, will
whisper this sentence to the following classmate, until
completing the circle. At the end, the last student will say
the sentence aloud. (15 minutes)
Reading: Presentation:
Using context to deduce the  The students will watch a video called “Pollution is a Identification of Love for our land and
meaning of unfamiliar global killer” (taken from YouTube). The teacher will correct meanings to our planet.
language. pause the video so as to clarify new concepts. After that, complete information
the students will complete a chart (with a description of according to a given
the events shown in the video) by putting the names of context.
causes for each description. (30 minutes)
Listening: Practice:
Transferring the information  The students will listen to a song called “Pollution” by Oral explanation of Policies to preserve
heard to visual or written Tom Lehrer. They will complete blanks in the lyrics with opinions and reasons. the environment in
form. the missing words. Then, the students engage in a Costa Rica and in
discussion about the policies that our country has to English-speaking
preserve our environment. For this part, the teacher will countries.
use questions like “What is your opinion about
protecting wildlife?” “Do you think it is fair to pay taxes
to maintain national parks?” “What efforts are made in
your town to stop pollution?” among others. Finally, the
students, working in pairs, will make a CD cover for the
song they just heard. (35 minutes)
 Language examples and Objectives
functions
Speaking:
Asking for information. Adapting language to deal
with some unprepared
situations.
Writing:
Giving advice. Writing paragraphs using
simple descriptive language
and referring to past,
present and future actions
and events.
Speaking:
Drawing conclusions from
extended texts.
Procedures Evaluation of Values/ attitudes
learning outcomes and culture
 The students are put labels (A and B). Students who Students’ oral Commitment to
belong to A will be given some information and answers for the conservation of
questions. In order to answer those questions, they will questions given. natural resources and
ask questions to the students belonging to the group B, care of environment.
which in turn will have to ask questions to the students
belonging to the group A, because they have the
information they require to answer the questions. The
teacher will stress the importance of preserving our
natural resources. (Information-gap technique)
(Activity taken from ESL on the Run! pp. 27, 28 and
29). (40 minutes)
Production:
 The students will watch a Power Point presentation in Presentation of Personal, home and
which images of local environmental problems will written works community
be displayed (like in the high school, the area near the dealing with the cleanliness.
creek, the sidewalks in Agua Buena, among others). topic.
The students then will write a short paragraph
indicating how pollution is affecting these places, and Summative
what procedures can be undertaken in order to evaluation (in-class
prevent this pollution, using expressions like “I activity, 5%)
think…” “I believe…” “In my opinion…” They will 1. Content
provide three sentences to explain the problem, with 2. Coherence
the corresponding three sentences to give a solution. 3. Application
(40 minutes) 4. Length
5. Mechanics
Consolidation:
 The students will read a text called “Hotel Cariblue” Giving a list of Love for our land
(taken from Prácticas de Bachillato, p. 4). Then, they possibilities or and our country.
will answer the questions related to the reading, options to complete a
orally. For example, “Why has this hotel been chart.
awarded three ecological leaves?” “Which are some
conservational programs that this hotel has?” “How
long does it take for a _________ to decompose?”,
among others. (25 minutes)

Observations:
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________

Liceo Experimental Bilingüe Agua Buena
English Department
Teacher: Allan Quiel Castro
Cognitive Target N° 9: Causes, effects and prevention of environmental pollution.
Language examples and
functions
Pollution
Causes, effects and prevention
A ___________ is caused/ is
produced by _________.
__________ is polluting
_____________.
I think that ___________.
In my opinion, _________.
Functions
Identifying and analyzing
environmental issues.
Expressing opinions.
MINISTRY OF PUBLIC EDUCATION
WEEKLY PLAN
Date: From November 9th to November 13th, 2015
Level: 9th
Time: 200 minutes
Objectives Procedures Evaluation of Values/ attitudes
learning outcomes and culture
Greeting, calling the roll. (5 minutes)
Warm up:
 The students will solve a word puzzle in which they have Correct formulation of Neatness and good
to decode a secret message related to the prevention of the secret message. working habits.
environmental pollution. (taken from Big Bang!, p. 38)
(10 minutes)
 The students will play Chinese whispers. The class is Discrimination of
divided in two groups. The groups will sit on the floor, words and phrases
making a circle. The teacher will whisper a sentence to heard.
the first student in each circle. They, taking turns, will
whisper this sentence to the following classmate, until
completing the circle. At the end, the last student will say
the sentence aloud. (15 minutes)
Reading: Presentation:
Using context to deduce the  The students will watch a video called “Pollution is a Identification of Love for our land and
meaning of unfamiliar global killer” (taken from YouTube). The teacher will correct meanings to our planet.
language. pause the video so as to clarify new concepts. After that, complete information
the students will complete a chart (with a description of according to a given
the events shown in the video) by putting the names of context.
causes for each description. (30 minutes)
Listening: Practice:
Transferring the information  The students will listen to a song called “Pollution” by Oral explanation of Policies to preserve
heard to visual or written Tom Lehrer. They will complete blanks in the lyrics with opinions and reasons. the environment in
form. the missing words. Then, the students engage in a Costa Rica and in
discussion about the policies that our country has to English-speaking
preserve our environment. For this part, the teacher will countries.
use questions like “What is your opinion about
protecting wildlife?” “Do you think it is fair to pay taxes
to maintain national parks?” “What efforts are made in
your town to stop pollution?” among others. Finally, the
students, working in pairs, will make a CD cover for the
song they just heard. (35 minutes)
 Language examples and Objectives
functions
Speaking:
Asking for information. Adapting language to deal
with some unprepared
situations.
Writing:
Giving advice. Writing paragraphs using
simple descriptive language
and referring to past,
present and future actions
and events.
Speaking:
Drawing conclusions from
extended texts.
Procedures Evaluation of Values/ attitudes
learning outcomes and culture
 The students are put labels (A and B). Students who Students’ oral Commitment to
belong to A will be given some information and answers for the conservation of
questions. In order to answer those questions, they will questions given. natural resources and
ask questions to the students belonging to the group B, care of environment.
which in turn will have to ask questions to the students
belonging to the group A, because they have the
information they require to answer the questions. The
teacher will stress the importance of preserving our
natural resources. (Information-gap technique)
(Activity taken from ESL on the Run! pp. 27, 28 and
29). (40 minutes)
Production:
 The students will watch a Power Point presentation in Presentation of Personal, home and
which images of local environmental problems will written works dealing community
be displayed (like in the high school, the area near the with the topic. cleanliness.
creek, the sidewalks in Agua Buena, among others).
The students then will write a short paragraph Summative
indicating how pollution is affecting these places, and evaluation (in-class
what procedures can be undertaken in order to activity, 5%)
prevent this pollution, using expressions like “I 6. Content
think…” “I believe…” “In my opinion…” They will 7. Coherence
provide three sentences to explain the problem, with 8. Application
the corresponding three sentences to give a solution. 9. Length
(40 minutes) 10. Mechanics
Consolidation:
 The students will read a text called “Hotel Cariblue” Giving a list of Love for our land
(taken from Prácticas de Bachillato, p. 4). Then, they possibilities or and our country.
will answer the questions related to the reading, options to complete a
orally. For example, “Why has this hotel been chart.
awarded three ecological leaves?” “Which are some
conservational programs that this hotel has?” “How
long does it take for a _________ to decompose?”,
among others. (25 minutes)

Observations:
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________