Aghbalou High School

Teacher: D.Messaoudi

Unit 3 : Back to Nature. Level : 1. Lesson: vocabulary related to nature / environment. Learning objective: By the end of the lesson, the Ss will be able to hold a short conversation about nature / environment, using appropriate vocabulary. Rationale: Ss need to mobilise their prior knowledge & acquire complementary one so as they can express themselves easily on the issue being studied. Skills: listening & speaking (+ writing). Predominant Competency: lexis. Teaching aids: laptop & data projector for displaying pictures / interactive PPP.

Task 1: Label the picture below, using the following words: The Earth, the Antarctic, the Arctic, the Equator; snow, rain, (-) flora, (+) flora

The Arctic

snow

(-) flora

The Earth

The Equator

rain

(+) flora

The Antarctic

snow

(-) flora

Procedure: (a) T explains the task. (b) T makes sure Ss know the meaning of the words, (c) T. points at an empty box &, by using guiding questions, asks Ss to guess the right title. (d) T clicks the next action for Ss to check their answers. Rationale: Ss need to emit hypotheses & check them because this is the way people learn in many real life situations.

Task 2: Match given animals with their habitats (ecosystems).

Animals 1. The polar bear 2. The camel 3. The zebra 4. The shark 5. The frog 6. The louse

Habitats a) The desert b) The savannah c) The Arctic d) The pond e) The mans hair f) The sea

Procedure: (a) T. explains the task. (b) T. clicks the animals picture to magnify it & reads the corresponding phrase for the Ss to know its pronunciation. (c) T. starts again from the first picture & asks individual Ss the question where does x live?. (d) Ss answer with full answers to practice simple present with 3ed person singular. (e) T clicks the next action for Ss to check their answers. Rationale: Ss need to be reminded / informed of the different ecosystems & the animals living in them so as they will understand the importance of those ecosystems to the survival of the animals.

Task 3: Classify the following animals in the table below:

(bat, eagle, cobra, rabbit, seal, vulture, iguana, ant, crocodile, bee, penguin, bedbug, buffalo, butterfly, tuna, frog, whale)

Mammals
-

Reptiles

Amphibians
-

Birds
-

Insects
-

Fish

Procedure: (a) T. explains the task & the new voc. In the table. (b) T. pronounces the name of the animal & clicks to show the corresponding picture. (c) T. asks individual Ss which animal belongs to which class. (d) After two or three answers for the same question, T. clicks to show the correct answer for Ss to write it. Rationale: Ss need to know about the different classes of animals, because that may help them imagine approximately the animal form, which may then help them identify the animal itself.

Assessment: Rationale: Ss need to reinvest the vocabulary learnt so far in an authentic situation, here a conversation about the Eskimos & their environment. Procedure: (a) T. asks questions & Ss answer. (b) After two or three answers for the same question, T. clicks for the correct answer to display so as the Ss check their own answers. Questions Answers
A1: The Eskimos live in the Arctic / The North Pole. A2: There, the ground is covered with snow, the seas & the lakes are covered with ice, and the weather is freezing. A3: Of course no. A4: They generally eat fish and seal meat. But they also eat bear meat. A5: If that happens, the Eskimos will lose their natural habitat and may die of hunger & cold, as the animals that provide them with food & fur are extinct.

Q1: Which part of the world do the Eskimos live in? Q2: How are the environment & the weather there? Q3: Can they then practise agriculture? Q4: What do they eat then? Q5: What will happen if most of the snow & ice melt?

NOTICE

The last question leads to an anticipated practice of the conditional type 1 that the Ss will study later.

Homework
Name an ecosystem and mention the different animals that live in it. Illustrate your work with photos, clip art, or drawings representing that ecosystem and its community.