-……………..

Secondary school Unit: Back to nature

-Teacher : Sequence: Listening and speaking
………………… -Anticipate/ listen and check-
-Level :1st year Scientific Stream Aids: pictures
Objective: By the end of the lesson, learners will be
familiar with the vocabulary related to the unit by
interpreting pictures, discussing and listening to a script.

Tim Inspector’s
e Procedures Objectives
advice
1H
Anticipate -To motivate learners -Use something
Teacher opens discussion with her learners by showing them and encourage them interesting to
pictures and asking them questions. to speak and to take attract learners’
part in the learning attention to you
process. and to the lesson

-Pictures are a
-To activate their good way to
schemata and relate present a lesson
the lesson to what if you manage to
their background make discussions
knowledge of science about them.
and geography.

Teacher pushes learners to start a discussion about each topic the

pictures represent.
Vocabulary introduced :
Blue planet – the earth - weather – climate – climate change – -Explain the
atmosphere – global warming –deforestation – desertification – -To familiarize words that are
oil spills – pollution – ozone layer – greenhouse effect – animal learners’ with the going to be
extinction – recycling – natural disasters – …. vocabulary related to needed during the
Teacher will draw a chart introducing all the vocabulary suggested the unit. course so that
by the learners and ask them to copy it down. learners would
not find difficulty
Explanation of the project to understand and
Learners are required to build up something from their daily waste, to take part in the
they will provide ways how to recycle and explain the way they -To encourage lesson.
made their product. learners to recycle
and reuse their daily
waste to come up
Pre- Listening with something new
Teacher asks her learners to do task1 mentioned in their worksheet. as a motivation to
And discuss with them if the disasters mentioned in the worksheet protect the planet.
are man-made disasters or natural disasters.
Key: -To put learners
focus on the -Give the
Pic 1: Storm Pic 4: drought activities to
Pic 2: Water pollution Pic 5: Garbage vocabulary they will
encounter in the learners before
Pic 3: Global warming Pic 6: Flood starting to play
listening script.
the script or to
While listening read it.
Teacher asks her learners to listen firstly to get the general idea of
the interview and read task1. Then to listen to the script and to say -T should use
whether the statements are true or false. -To enable learners
to know which parts body language
they need to focus on and gestures to
Teacher gives learners time to listen and repeat the script in order to enable learners to
do Task2and reorder the statements as they are mentioned in the while listening.
-To teach learners to understand the
interview. listening passage
listen for specific
 information.

Key (Task 1)
a) False
b) False
c) False
d) True

Key (Task 2)
a) 3
b) 1
c) 2
d) 4
Post listening

Learners will work in pairs to complete the dialogue between A and

B, and then act it out in front of their classmates. -To check learners’ -Learners should
understanding of the practice their
Suggested answers: lesson. speaking as much
as they can
during the whole
B: I actually have some ideas in my mind such as:pass strict laws session especially
stop cutting trees and start planting new trees. In addition to in the Post
reduce the use of plastic as much as we can. listening phase to
recapitulate what
A: That’s amazing! What about recycling our wastes instead of they have
throwing them everywhere. learned.

Additional
advice:
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Unit 03: Back to NatureSequence 1: Listening and Speaking
Level: 1st year Scientific Stream

Before Listening:

Task1 : Fill in the blanks with the appropriate word from the following box.
Garbage, Storm, Global warming, Flood , Water pollution, drought

………………………….. ………………………… ………………………

(…………………………) (……………………….) (…………………….)

………………………… …………………………. ………………………….

(………………………) (………………………..) (………………………)

While listening :

Task 1 :listen to the interview; say whether the following statements are true or false.
a- Nothing will happen if the climate really changes. (……)
b- The glaciers will not melt if he earth gets hotter. (……)
c- North Africa will suffer from floods.(……..).
d- The climate specialist is worried about climate change. (…….)

Task2:Listen again and reorder the statements as they are mentioned in the interview.

1. Effects of climate change. (……..)

2. Everybody is worried about high temperatures . (……..)
3. Causes of climate change. (………)
4. Scientists are raising the alarm about global warming.(………)
 Post Listening:

Work in pairs to complete the following dialogue between A and B then act it out:

Hi …………… How are you?

1
Why do you look so worried?
Hello ……..….! I am worried
because of what we have
2
learned today about global
warming and its effects.
Oh yes! We have to start
acting to stop it. But how? 3
B
Do you have any ideas?
A

I actually have some ideas in my mind such as :

…………………………………………………
4 …………. And ……………………………..

That’s amazing ! What about ……………………………

……………………………
5
or………………………………….
……………………… ?

That’s also great! Let’s share these ideas

6 with our classmates to raise awareness.