Learn, create, communicate and grow through English.
WEEK 11 · 3 HOURS
Climate Action Proposal
Focus: PBL · solution design · evidence
Create a practical climate action proposal for school or community using evidence, conditionals and formal argumentation.
Hour 1Input, visual explanation, listening
Hour 2Analysis, dialogue, interactive practice
Hour 3PC challenge, quiz, reflection
HOUR 1 · Input & Critical Comprehension60 MIN
Goal: Understand vocabulary, the visual concept and the listening message before producing academic language.
1A · Vocabulary Lab
Listen to every word. Choose four and create one climate-related sentence for each.
proposal
propuesta
The team presents a climate action proposal.
feasible
viable
A feasible solution can be implemented.
cost
costo
Every solution has a cost.
benefit
beneficio
Compare costs and benefits.
stakeholder
actor involucrado
Students and teachers are stakeholders.
implementation
implementación
Explain how the plan will be implemented.
indicator
indicador
Use an indicator to measure progress.
impact
impacto
Describe the expected impact.
1B · Visual Explanation
Problem-based proposal cycle
Define a specific PROBLEM, gather EVIDENCE, compare SOLUTIONS and choose a realistic PROPOSAL with a measurable indicator.
Example 1
Problem: unnecessary electricity use.
Example 2
Proposal: monitor lights and devices by classroom.
Example 3
Indicator: weekly checklist compliance.
1C · Listening First, Transcript Later
Before listening: Predict three academic words you may hear.
Question: What makes a climate proposal specific and feasible?
A strong climate proposal should be specific and feasible. Instead of saying save the planet, a team might propose reducing unnecessary classroom electricity use, improving waste separation or monitoring water consumption. The proposal should identify who is responsible, what resources are needed, how progress will be measured and what result is expected.
Hour 1 · Evidence & Submission
HOUR 2 · Analysis & Academic Interaction60 MIN
Goal: Analyze examples, interact with a partner and apply the unit concept through decisions rather than copying.
2A · Guided Dialogues
Listen, perform one dialogue, then replace one example with a climate issue from school, Villavicencio or Colombia.
Dialogue 1
Team A: Our idea is to reduce energy waste in classrooms.
Teacher: How will you measure improvement?
Team A: We will use a weekly monitoring checklist.
Dialogue 2
Student 1: Our proposal is good, but it may cost too much.
Student 2: Then we need a lower-cost alternative or phased implementation.
Dialogue 3
Reviewer: Who is responsible for each action?
Team: Students monitor routines; teachers validate the weekly record.
2B · Interactive Practice
Proposal component
Choose the best category. Then check your result before continuing.
2C · Pair Analysis & Submission
HOUR 3 · PC Challenge, Assessment & Reflection60 MIN
Goal: Apply the concept to a climate-action problem, complete the unit assessment and identify the next learning goal.
