Teaching Card
Unit three: Back To Nature Teacher: Mr. Hadji Abdechakour
Phase: Listening and speaking School: Djbel-Djorf secondary school
Level: 1st year
Stream: Experimental Science.
Aids: The text book (Getting through), Audio support, a white Board.
Learning Situation: listening and speaking
Steps Timing Lesson content Remarks
05 MN
Warm-up:
- T has Ss brainstorm vocabulary about climate by talking about the weather throughout the four seasons.
- T explains that the weather and seasons differ from area to area.
Learning Objectives: To raise the learner’s awareness about climate and vocabulary related to it.
Key:
- Winter= weather is cold, snowy, rainy, windy and cloudy
- Spring= weather is cool /warm and sunny.
- Summer= Hot, sunny and humid in coastal areas.
- Autumn “BRE”, Fall “AME” = windy, cool, little bit cloudy and rainy
- Anticipate page 140
Task one:
Learning Objectives: My students will be able to interpret a map about climate areas around the world.
Instructions:
• Looking at the map and answering the questions.
a) Saying the names of climate areas in the map in the mother tongue and listen in read them aloud in English.
b) Saying aloud the source of the world climate map.
c) Identifying the type of climate areas which we have in Algeria.
d) Identifying on the map the climate areas where there are rainforests.
Key:
a)
- Polar: قطبي
- Tundra : treeless areas تندرا
- Cool temperature (humid continental climate) : المناخ الرطب
- Warm temperature (Mediterranean) : المناخ المتوسطي
- Mountain (highland /alpin): المناخ الآلي
- Desert classified into three (hot desert, cold desert and mild desert) : المناخ الصحراوي
- Tropical Mansoon : مناخ مداري جاف
- Tropical : مناخ مداري رطب
b) WWW.Worldclimate.com
c) Warm temperature and desert
d) Tropical climate areas and mountains
Task 2:
Learning objectives: To have Ss learn new vocabulary about natural disasters and which ones are most likely to affect their country.
Instruction: Ss watch a video about natural disasters and try to figure out which ones are mostly likely to affect their country. T explains any difficult vocabulary.
Key :
- Drought can affect my country because it has a desert climate, especially in the South.
- Earthquakes can affect my country as the north of Algeria is situated in a seismic zone.
- Sandstorm can affect my country owing to the desert climate.
- Floods can affect my country because they occur suddenly and heavy rainfalls in autumn.
Task three:
Teaching Objective: to tune student of what will come next in the listen and check phase. And my Ss will be able to elicit information about climate nowadays.
Instruction: T elicits answers about climate nowadays.
Key:
I think that the world climate is changing because of “the global warming” or “the greenhouse effect”. It is becoming warmer. The winter seasons are becoming shorter and the summer seasons longer.
interpretation
20MN Listen and check: page 141
Task one:
Learning Objectives: to have student check their answers to question three. Also be able to listen and respond to a radio interview.
Instruction: T sets the scene “a newscaster on a radio is interviewing a climate specialist to ask him about climate change, its causes and effects.” T plays the audio script. Ss listen and check their answers.
Key:
The world climate is changing because the volume of carbon dioxide in the air has increased as a result of the burning of oil, coal and wood.
Task 2:
Learning objectives: Ss will be able to make guesses about what the speakers would say about consequences of global warming.
Instruction: T interacts with students and has them make their own opinions.
Key : Ss may have different answers
Task 3:
Learning objectives: To have Ss be able to listen and respond to a radio interview. To have Ss check their answers to task 3
Instruction: T plays the audio script again. Ss listen and check their answers.
Key :
The sea level will… The food producing areas will... The temperatures will….. The coastal areas
will…
rise become deserts go up be under water
Task 3:
Learning objectives: To have Ss listen and respond to a radio interview.
Instruction: T plays the audio script. Ss listen and then T elicits answers.
Key :
a. The gas which is responsible for global warming is the carbon dioxide (CO2).
b. He compares it to a greenhouse, a type of plastic house where farmers grow vegetables.
c. It is called so because carbon dioxide traps the heat from the sun, just like a greenhouse.
d. We can reduce high temperatures by reducing the volume of CO2 emissions.
e. The climate specialist is worried about climate change.
Evidence from the interview: ‘Everybody is worried about high temperatures these days’;
‘scientists are raising the alarm about global warming’ ; ‘a question of life and death to us
Humans’.
15MN Task four:
Learning Objectives: to have Ss be able to make their own solutions using if type 2.
Instruction: - Group work: If you were a president, what would you do to reduce the dangers of global warming? Start your speech like this “If I were a president, I would……………………” T gives Ss five minutes to think. Then, each S from each group reads his/her speech to the class.
Key:
Answers will differ from a S to another. Teacher picks out best solutions from different Ss and writes them on the board.
Unit three: Back To Nature Teacher: Mr. Hadji Abdechakour
Phase: Listening and speaking School: Djbel-Djorf secondary school
Level: 1st year
Stream: Experimental Science.
Aids: The text book (Getting through), Audio support, a white Board.
Learning Situation: listening and speaking
Steps Timing Lesson content Remarks
INTERACTION
05 MN
Warm-up:
- T has Ss brainstorm vocabulary about climate by talking about the weather throughout the four seasons.
- T explains that the weather and seasons differ from area to area.
Learning Objectives: To raise the learner’s awareness about climate and vocabulary related to it.
Key:
- Winter= weather is cold, snowy, rainy, windy and cloudy
- Spring= weather is cool /warm and sunny.
- Summer= Hot, sunny and humid in coastal areas.
- Autumn “BRE”, Fall “AME” = windy, cool, little bit cloudy and rainy
Interpretation
15MN- Anticipate page 140
Task one:
Learning Objectives: My students will be able to interpret a map about climate areas around the world.
Instructions:
• Looking at the map and answering the questions.
a) Saying the names of climate areas in the map in the mother tongue and listen in read them aloud in English.
b) Saying aloud the source of the world climate map.
c) Identifying the type of climate areas which we have in Algeria.
d) Identifying on the map the climate areas where there are rainforests.
Key:
a)
- Polar: قطبي
- Tundra : treeless areas تندرا
- Cool temperature (humid continental climate) : المناخ الرطب
- Warm temperature (Mediterranean) : المناخ المتوسطي
- Mountain (highland /alpin): المناخ الآلي
- Desert classified into three (hot desert, cold desert and mild desert) : المناخ الصحراوي
- Tropical Mansoon : مناخ مداري جاف
- Tropical : مناخ مداري رطب
b) WWW.Worldclimate.com
c) Warm temperature and desert
d) Tropical climate areas and mountains
Task 2:
Learning objectives: To have Ss learn new vocabulary about natural disasters and which ones are most likely to affect their country.
Instruction: Ss watch a video about natural disasters and try to figure out which ones are mostly likely to affect their country. T explains any difficult vocabulary.
Key :
- Drought can affect my country because it has a desert climate, especially in the South.
- Earthquakes can affect my country as the north of Algeria is situated in a seismic zone.
- Sandstorm can affect my country owing to the desert climate.
- Floods can affect my country because they occur suddenly and heavy rainfalls in autumn.
Task three:
Teaching Objective: to tune student of what will come next in the listen and check phase. And my Ss will be able to elicit information about climate nowadays.
Instruction: T elicits answers about climate nowadays.
Key:
I think that the world climate is changing because of “the global warming” or “the greenhouse effect”. It is becoming warmer. The winter seasons are becoming shorter and the summer seasons longer.
interpretation
20MN Listen and check: page 141
Task one:
Learning Objectives: to have student check their answers to question three. Also be able to listen and respond to a radio interview.
Instruction: T sets the scene “a newscaster on a radio is interviewing a climate specialist to ask him about climate change, its causes and effects.” T plays the audio script. Ss listen and check their answers.
Key:
The world climate is changing because the volume of carbon dioxide in the air has increased as a result of the burning of oil, coal and wood.
Task 2:
Learning objectives: Ss will be able to make guesses about what the speakers would say about consequences of global warming.
Instruction: T interacts with students and has them make their own opinions.
Key : Ss may have different answers
Task 3:
Learning objectives: To have Ss be able to listen and respond to a radio interview. To have Ss check their answers to task 3
Instruction: T plays the audio script again. Ss listen and check their answers.
Key :
The sea level will… The food producing areas will... The temperatures will….. The coastal areas
will…
rise become deserts go up be under water
Task 3:
Learning objectives: To have Ss listen and respond to a radio interview.
Instruction: T plays the audio script. Ss listen and then T elicits answers.
Key :
a. The gas which is responsible for global warming is the carbon dioxide (CO2).
b. He compares it to a greenhouse, a type of plastic house where farmers grow vegetables.
c. It is called so because carbon dioxide traps the heat from the sun, just like a greenhouse.
d. We can reduce high temperatures by reducing the volume of CO2 emissions.
e. The climate specialist is worried about climate change.
Evidence from the interview: ‘Everybody is worried about high temperatures these days’;
‘scientists are raising the alarm about global warming’ ; ‘a question of life and death to us
Humans’.
PRODUCTION
15MN Task four:
Learning Objectives: to have Ss be able to make their own solutions using if type 2.
Instruction: - Group work: If you were a president, what would you do to reduce the dangers of global warming? Start your speech like this “If I were a president, I would……………………” T gives Ss five minutes to think. Then, each S from each group reads his/her speech to the class.
Key:
Answers will differ from a S to another. Teacher picks out best solutions from different Ss and writes them on the board.
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