This document provides a lesson plan summary for a class on human impact on the environment and natural disasters. The lesson plan aims to develop students' speaking, listening, reading and writing skills. Key points covered include causes and effects of global warming, vocabulary related to weather and pollution, and examples of natural disasters. Activities include a presentation on cause-effect relationships, matching pictures of natural disasters to their names, reading and answering questions about a news article on flash floods in Argentina, and drawing pictures based on descriptions to develop imagination. The lesson aims to raise students' awareness about human impact on the environment and consequences of natural disasters.

1. ALUMNO PRACTICANTE: Asencio Nadia
Período de Práctica: Tercer período
Institución Educativa: Colegio Castex
Dirección postal: Brown 99, Bariloche
Sala/Grado y sección: 4to y 5to año A
Cantidad de alumnos: 13
Nivel lingüístico del curso: Pre - Intermedio
Tipo de Planificación: Clase
Unidad Temática: En el bosque (human impact on the environment)
Clase Nº4
Fecha: 09/10/2014
Hora: 07:45 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 07/09/2014
 Teaching points: In the rainforest – climate – human impact on the environment
 Aims:
 Ss will be able to raise their awareness about the consequences of natural
disasters.
 Students will be able to develop their speaking and listening abilities through
motivating activities.
 Ss will be able to work with authentic material to develop their reading and writing
abilities.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Interpreting texts, ,
a video and to
ask/answer
questions in order
to get information.
Talk about the
human impact on
the environment.
Vocabulary
related to weather:
hot, cold, rainy,
Vocabulary
related to
pollution, global
warming and
human impact in
the environment.
Present simple:
Expressions such
as: because, since
The cause of
…is…
…is caused by / is
due to …
Thanks to ...
Expressions such
as: owning to, due
to
Than, colder,
climate,
New Think and talk
about cause –
Vocabulary
related to natural
Expresions such
as: In
Flooding,
earthquake,

2. effect
relationship.
Think and talk
about
consequences in
a natural disaster
context.
disasters:
flooding,
drought,
eruption,
earthquake
explosion,
Vocabulary
related to
climate:
consequence,
Consequently,
as a result of
Example: “In
consequence of
flooding many
people died”
drought
 Teaching approach: Communicative approach –
 Materials and resources: Computers, internet, copies
 Seating arrangement: Ss will work on the tables; they are situated in rows facing
the board. The tables are longer than the usual ones, so in a same table three or
four ss may work together.
 Potential problems students may have with the language: If students have any
difficulty to understand the new vocabulary, the T will use visual aids and they also
have the possibility to use on-line dictionaries. If we have any problem with the
internet connection the T will encourage ss to talk about the meaning of the words
and to focus on the context of each of them to infer the meaning.
 Assessment: Students’ ability to use the new vocabulary and the grammar
structures though several activities.
.
Procedure:
Routine (2 minutes)
First, the T will say: “Hello! How are you today? I need a helper to write the date on
the board. Please, Agustina, Can you help me?” and she will encourage ss to spell the
date for the student to write it.
Warm – up (20 minutes)
The T will say: “For this class you had to present the homework that I asked you to
do. Can you tell me what was the homework about? What did you have to do?” and she
will guide ss to speak about what we learnt the previous class.
Then, she will tell them: “I have also prepared a power presentation to share it with
you. It is about the cause and effect relationship regarding global warming and the
environment. I have also prepared it to explain about or review the usage of some
prepositions such as: because of....” and she will elicit the other prepositions. She will also
ask ss to open their folder/copybooks to copy the date and to take some notes of the
power point presentation.
While we watch the presentation the T will ask some questions, such as: What is the
cause? What is the effect? Can you think of another example? She will encourage all ss to
participate and to speak up.

3. POWER POINT:
A CAUSE – EFFECT
RELATIONSHIP
A CAUSE-EFFECT RELATIONSHIP IS A
RELATIONSHIP IN WHICH ONE EVENT (THE
CAUSE) MAKES ANOTHER EVENT HAPPEN (THE
EFFECT). MOREOVER, ONE CAUSE CAN HAVE
SEVERAL EFFECTS.

4. FOR EXAMP LE…
Regarding global w arming
and the environment we can
say that……
 The cause of global w arming is pollution.
or…
Global w arming is caused by pollution.

5. WHAT IS THE
CAUSE AND WHAT
IS THE EFFECT?
THE CAUSE OF global w arming is pollution
or…
Global w arming IS CAUSED BY pollution.
EFFECT
EFFECT
CAUSE
CAUSE

6.  BECAUSE OF poaching animals are suffering.
or…
DUE TO poaching some animals are in danger
of extinction.

7.  BECAUSE OF poaching animals are suffering.
or…
DUE TO poaching some animals are in danger
of extinction.
CAUSE
Preposition + noun
EFFECT
ONE MORE EXAMPLE….

9.  OWING TO factories there is air polluted.
CAUSE
Preposition + noun
EFFECT

10. SOME MORE EXAMPLES…

12. IN CONCLUSION…
Due to
+ Noun
Because of
Owing to
Thanks to
Subject + Verb
since
as
for
BECAUSE OF poaching animals are suffering.
Since poaching happens the animals die.
Sources: http://www.grammar-quizzes.com/19-1.html
http://esl.about.com/od/writingadvanced/a/wc_opposition.htm
http://education-portal.com/academy/lesson/cause-and-effect-relationship-definition-examples-quiz.html#lesson
http://www.myenglishpages.com/site_php_files/communication-lesson-cause-effect.php#.VDR_GvTuJCh

13. Then, the T will say: “Since we have practiced the cause – effect relationship now
you have five minutes to check your own power point presentation. With your group you
have to pay attention to the sentences that you have written in order to check if they are
correct or not.” She will ask ss some questions in order to check their comprehension. She
will also monitor their work.
Development
Presentation of the homework (15 minutes)
The T will ask a student to help her to save the ss’ power point presentation in her
pen drive. Then, we will watch all of them in my notebook. She will say: “Now we are going
to enjoy the power point presentations. Please, the students from –this- group come to the
front of the class and explain to the class which kind of activity/pollution have you chosen.”
And she will encourage ss to participate and to speak up.
After the ss explanations, the T will say: “while we watch the presentation we are
going to focus on the cause – effect relationship. Pay special attention to the sentences
because we are going to correct them all together! If you need some help, look at your
folder/copybook since you have written the structures and examples”. If ss need some help
to check the sentences the T will guide them with some questions. Then, she will say:
“congratulations on your work ss!”
Activity 1 ( 10 minutes) –
The T will tell them: “The other day I was telling my friend that we are learning about
the causes and effects of global warming. She is very concerned about this issue and she
gave me some newspapers articles to work with you. The articles are related to: natural
disasters (and she will write this on the board). As we know, there are several kinds of
natural disasters and we are going to learn about this today. So, around the classroom
there are some pictures and word cards about them. You will have five minutes to look for
those pictures and their names, and then you have to stick them on the board and match
the picture with their correct names. There are 11 pictures and 11 name cards. For
example.....” and she will show them a picture card and the name card to stick them on the
board. She will encourage ss to explain the activity. Then, she will say: “But! We are going
to complete the activity while we listen to some music but when I stop it, you have to be
like statues, you cannot move” she will ask ss: “What do you have to do if I stop the
music?” She will encourage ss to look at the pictures, read the words and infer their
meaning. She will also encourage them to help each other. Then, we will check all
together.

14. tornado earthquake tsunami
avalanche hurricane drought
forest fire volcanic eruption
(houseíííííííííííííííííííííííí
ííííííííííííííííííííí
explosion

15. Source: http://www.eslprintables.com/printable.asp?id=683061
Activity 2 (3 minutes) – prediction time
The T will say: “Now, we are ready to work with a newspaper article that my friend
gave me. The title is....Dozens killed in Argentina flash floods” and she will write it on the
board to ask ss to predict the article content. She will guide their predictions with some
questions: “Read the title and let’s think about what it is about. Where does the natural
disaster happen? Which kind of natural disaster is it? What was the consequence of it?
Have you ever heard about floods on our country?”
Activity 3 (5 minutes) –
The T will choose a student to handout the copies of the article, she will say: “My
helper is handing out the copies of the article for you read it. You also have to complete the
matching exercise. You have some key words which you have to match them with their
definitions or synonyms. Please, focus on the context of those words to infer their
meaning.You have 5 minutes to complete this.” She will elicit the instructions from the ss to
check their understanding. Then, we will check all together.
Match:
Overnight Factory
Overall Domestic device
Shelter In general
Refinery Refuge
Appliance During the night

16. Read the article.
Dozens killed in Argentina flash floods
2013-04-03 20:32

La Plata- Atleast35 people were killedbyflooding overnightin
Argentina'sBuenosAiresprovince,the governorsaidonWednesday,
bringingthe overall deathtoll fromdaysof torrential rainstoat least41
and leavinglarge stretchesof the provincialcapital underwater.
Governor Daniel Scioli said many people drowned after trying to take
shelter in their cars in Tolosa, an area of the provincial capital of La Plata.
Heavy rains had killed at least six people in the nation's capital of
Buenos Aires the day before.
"Such intense rain in so little time has left many people trapped in their cars, in the streets, in some cases electrocuted. We
are giving priority to rescuing people who have been stuck in trees or on the roofs of their homes," Scioli said.
La Plata "has never seen anything equal" to this disaster.
The rains also flooded the country's largest refinery, causing a fire that took hours to put out. The La Plata refinery has
suspended operations as a result, and Argentina's YPF oil company said it has an emergency team evaluating how to get it
restarted again.
The rains - almost 400mm in about two hours - hit provincial La Plata after causing flooding and power outages and killing
six people in the city of Buenos Aires the day before.
"We lost appliances, clothing," said Natalia Lescano, who escaped with her family to a friend's house on higher ground.
She said they had to get out by themselves, and complained that authorities weren't doing enough to rescue people.
About 100mm more of rain was expected before the bad weather passes on Thursday, the national weather service said.
At least 2 500 people were evacuated from their homes in the La Plata area, which is about 60km southeast of Argentina's
capital.
Source: http://www.news24.com/World/News/Dozens-killed-in-Argentina-flash-floods-20130403

17. Activity 4 (10 minutes) –
The helper will hand out the following copy:
Keys:
1. were killed
2. the flooding/the attempt to look for shelter
3. the heavy rains
4. intense rain
5. has suspended its operations
6. lost appliances, clothing.
7. they weren’t doing enough
8. were evacuated from their homes
Complete the sentences.
1. Due to the flood 35 people........................................................................................
.................................................................................................................................
2. Because of.........................................................................................people drowned.
3. At least six people died caused by.............................................................................
..................................................................................................................................
4. Owing to................................................................................ many people were
trapped in their cars.
5. In consequence/ As a result, the refinery YPF...........................................................
................................................................................................................................
6. Natalia said that thanks to the flooding she..............................................................
................................................................................................................................
7. She complained about authorities since.....................................................................
................................................................................................................................
8. Consequently 2500 people......................................................................................
................................................................................................................................

18. The T will elicit the instructions from the ss, she will guide them: “Focus on the copy.
What do you have to do? With what information are you going to focus on? If you need
help, what should you do?” The idea is that ss focus on the previous activities to complete
the sentences based on the article. They will have ten minutes and we will check all
together. They will work in pairs.
Closure (10 minutes) – picture dictation –
First, the T will say: “Focus on the image of the previous article! How do you think
that man was feeling? How would you feel if you were in that situation?” We will share our
opinions.
Then, the T will ask them to have a blank sheet of paper. She will say: “Now, we are
going to work with our imagination! I am going to describe a scene, you will be there too!
and you have to draw it:
“Draw three houses on the right in the middle .Draw your self in one of the houses. Each house has four windows and
a door. On the roof of one of the houses there are two people and a dog. Draw two trees on the left in the middle. At
the top of the picture draw some clouds. The clouds look grey and it’s raining a lot. In the sky there is a helicopter.
Around the houses there is water. The water touches the top windows of the house….”
She will say: “Look at your pictures! What do you think that has happened in the
scene?” several answers are possible: flood, hurricane, tsunami” How would you feel if you
were there?
Then, she will ask them to work in pairs to do another picture dictation. She will say:
“Now it’s your turn to describe a specific scene. Work with your peer to do a picture
dictation. She will monitor ss’ work. Then, they will share their pictures, if we have time.
Teacher: Congratulations! See you tomorrow.
Source: http://www.teachingenglish.org.uk/language-assistant/essential-uk/natural-disasters