Lekcja z wykorzystaniem metody CLIL i cyfrowych źródeł informacji

WHAT IS GLOBAL WARMING? Lekcja z wykorzystaniem metody CLIL i cyfrowych źródeł informacji

Konspekt zajęć  (III gimnazjum)

Total time: 45 min.
Aims of the lesson:
Content: global warming
Language: vocabulary connected with global warming

Language: SS practice English while doing ecology tasks


Time 5    Types of interraction  T-SS
Teacher's task
Warm up:
- to ask some personal questions - to arrange the game ˮChange your seat if you....e.g.like summer”
Student's task
to listen and answer T's questions
Specific aims : - to show iterest in SS's life
- to get SS into the world of English
Time 7     Types of interraction  T-SS
Teacher's task
Introduction:
- to elicit information about causes of and predictions about global warming
Student's task
to listen and answer T's questions
Specific aims : - to introduce the subject
- to give a model of pronunciation


Time 13     Types of interraction  T-SS, S-S, T-S
Teacher's task
to explain Task I (silent reading and making a graph based on the information in the respective part of the text), - to monitor
- to give feedback and a model of pronunciation
Student's task
to do Task I (groups of three)
to present respective graphs on the blackboard
Specific aims : - to give SS practice in reading ecology text for general information - to check understanding of content
Materials
Handout 1 (see Appendix 1), parts: a,b,c,d.
Complete graph (see Appendix 2)

Time 5     Types of interraction  T-SS
Teacher's task
- to give a mini-lecture
Student's task
- to listen
- to ask questions if any
Specific aims : - to sum up the information about global warming presented in Appendix 1
Time 10     Types of interraction  T-S, S-S, T-S
Teacher's task
to explain Task II (finding ways of stopping global warming and presenting ideas on a poster)
 - to give feedback on content and pronunciation


Student's task
- to suggest ways of stopping global Poster warming (discussion in groups of
three), - to write down the suggestions, stick them to poster and present to class
Specific aims : - to discuss ecology topic in English - to use some of the newly acquired vocabulary
- grammar: to practice the verb ˮshould”
Time 5     Types of interraction  T-SS
Teacher's task
- to sum up the lesson, - to give the homework
Specific aims : - to systematize information about global warming
Appendix 1
A

                            Global warming, an increase in global average surface temperature, is but one of them. Both the land and the oceans are increasing in temperature at different rates in different places. The Arctic and Antarctic seem to be heating up the most, while temperature changes in…

        B                  Conservation
…the possibility of a rapid warming of Earth’s lower atmosphere from the accumulation of heat-trapping gases. The most important of the gases is carbon dioxide, but methane, nitrous oxide, and the chlorofluorocarbon compounds (CFCs) also contribute significantly. The largest sources of carbon dioxide are the combustion of fossil…

         

        C               Antarctica: Climate
…increasing over the possibility of global warming (an amplification of Earth’s greenhouse effect). The glaciers and ice sheets of Antarctica may document such change, especially in West Antarctica. Average winter temperatures on the Antarctic Peninsula have increased by 10.8 °F (6 °C) since 1960, and the disintegration of much of…

D         Buildup of greenhouse gases
…the potential rise in surface temperature would be to   speed up the hydrologic cycle and probably the rate of chemical weathering of continental rocks. Increases in the global mean evaporation and precipitation rates are expected from a doubling of the carbon dioxide level and a few degrees rise in global…



Appendix 2

Reasons   and     Effects
Smog (factories)
destruction of the ozon layer
damages
of humans body
eye problems skin cancer
Burning coal and wood
Burning petrol by cars
melting of the ice caps
the air will be full of methane gas
Methane (farms)
CFCs (aerosols, refrigerators)
changeable weather
hurricans droughts
Deforestation
widespread floading

Opracowanie: Kamil Bałys (SP nr 5 w Wadowicach)