Thursday, 16 November 2017

Tunisian Tales

A Collection of Tunisian Tales

     The collection of tales was told by students' grandmas, grandpas,  and parents of the students from Hammam-Lif Pionner School, Nabheni High School.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sunday, 23 April 2017

Goal 16: Revemp a Lesson

Let's Celebrate Earth Day


Time:  1 hour


Objectives:
By the end of the lesson students should be able to:
  •  Write a pledge
  •  identify major concepts and ideas in a video presentation/ an animation.
  • transfer information into a table
  • deduce causes and effects from described facts
  • identify implicit logical relations
  • develop collaborative skills
  • develop critical thinking skills


Skills: Speaking reading Writing
Vocabulary: endanger- extinction - greenhouse effect - wildlife -  rainforest - crop - damage - deforestation - CFC - ozone depletion -global warming- ecosystem
Aids: flyswatters, flipcharts, computer, projector, loudspeakers, worksheets, internet connection, computer/lab or Ss smartphones


Procedure:

Pre- Stage

Warmer (5 minutes)

The Teacher asks students if 22 nd of April means something to them


April 22 nd Earth Day
                        earth day logo1.PNG
Teacher asks Ss:
Do you celebrate Earth day in your country?
How do you celebrate it?
Why do people need to celebrate Earth Day?

Vocabulary list

[Credit: The following list of vocabulary is retrieved from http://dictionary.cambridge.org/]


Endanger: to put someone or something at risk or in danger of being harmed, damaged, or destroyed
Damage: to harm or spoil something
Extinction:  a situation in which something no longer exists
Deforestation: the cutting down of trees in a large area, or the destruction of forests by people
Crop: (the total amount collected of) a plant such as a grain, fruit, or vegetable grown in large amounts
CFC: abbreviation for chlorofluorocarbon:  a gas used in fridges and, in the past, in aerosols (= a metal container in which liquids are kept under pressure and forced out in drops)
Global warming: a gradual increase in world temperatures caused by gases such as carbon dioxide that are collecting in the air around the earth and stopping heat escaping into space
Rainforest: a forest in a tropical area that receives a lot of rain
depletion: a reduction in something
Greenhouse effect: an increase in the amount of carbon dioxide and other gases in the atmosphere (= mixture of gases around the earth), that is believed to be the cause of a gradual warming of the surface of the earth
Wildlife:  animals and plants that grow independently of people, usually in natural conditions
Ecosystem: all the living things in an area and the way they affect each other and the environment.


A- Match the words with their definitions: 5mn


Words
Definitions
Answers
1- Endanger
2- Extinction
3-Greenhouse effect
4- Wildlife
5- Rainforest
6- Crop
7- CFCs
8- Depletion
9- Ecosystem
a- an increase in the amount of carbon dioxide and other gases in the atmosphere (= mixture of gases around the earth), that is believed to be the cause of a gradual warming of the surface of the earth
b-  a forest in a tropical area that receives a lot of rain
c- the total amount collected of a plant such as a grain, fruit, or vegetable grown in large amounts
d- a situation in which something no longer exists
e- to put someone or something at risk or in danger of being harmed, damaged, or destroyed
f- abbreviation for chlorofluorocarbon:  a gas used in fridges and, in the past, in aerosols (= a metal container in which liquids are kept under pressure and forced out in drops)
g- all the living things in an area and the way they affect each other and the environment.
k- a reduction in something.
1+ e
2+ d
3+ a
4+ h
5+ b
6+ c
7+ f
8+ k
9+ g

Flyswatter Vocabulary Game:
Time: Game 10mn


You need:
• 2 flyswatters
• the vocabulary definitions (below)
• the sentences missing targeted vocabulary (below)
• the scrambled vocabulary/picture sheets pdf /ppt (below)


Directions: The  teacher projects a “vocabulary/picture scramble” sheet on a projection screen or Smart Board.
  • Divide the class into two teams.
  • Each team sends one person up to the board.
Round1:
  • The teacher reads the definition of a vocabulary word related to the environment.
  • Using a flyswatter, the first student to swat the correct picture of that word on the screen projection scores 1 point for his/her team.
Round2:
  • Each team sends one person up to the board.
  • The teacher reads incomplete sentences
  • Using a flyswatter, the first student to swat the correct word/phrase to complete the sentence scores 2 points for his/her team.


Round1:


Definitions:


a- an increase in the amount of carbon dioxide and other gases in the atmosphere (= mixture of gases around the earth), that is believed to be the cause of a gradual warming of the surface of the earth   global warming
c- a forest in a tropical area that receives a lot of rain
d- the total amount collected of a plant such as a grain, fruit, or vegetable grown in large amounts
e- a gradual increase in world temperatures caused by gases such as carbon dioxide that are collecting in the air around the earth and stopping heat escaping into space
f- a situation in which something no longer exists
g- to put someone or something at risk or in danger of being harmed, damaged, or destroyed
h- abbreviation for chlorofluorocarbon:  a gas used in fridges and, in the past, in aerosols (= a metal container in which liquids are kept under pressure and forced out in drops).
i-  the cutting down of trees in a large area, or the destruction of forests by people.
                                                           


Round 2:


1- Greenhouse effect of Earth’s atmosphere keeps some of the sun’s energy from escaping back into the space at night.
2- Pollution can have disastrous effects on the balance of the ecosystem.
3- He would never do anything to endanger the lives of his children.
4- Pollution is the main cause for ozone depletion









While stage: (15 mn)



Before watching the video, students ask 3 questions they expect the video to answer:


  • -------------------------------------------------------------------------------------------------------------
  • -------------------------------------------------------------------------------------------------------------
  • -------------------------------------------------------------------------------------------------------------





  • Students watch the video and find out whether or not the video answers their questions.
  • Tell the students to make an Internet research to answer the questions they asked that remained unanswered ---  Assign it as a homework.


Students are asked to watch the video and answer the following questions. (5 mn)
Think - Pair - Share
  • Students answer the questions individually
  • They compare their answers with their classmates
  • They share their answers with all the class


1- Choose a title for the video:    
  • Let’s Celebrate Earth Day
  • Our Planet is in Danger
  • Threatened Species


2- Pick out the 3 types of sea animals that are threatened with extinction.
-------------------------                -----------------------------                   --------------------------------


3-     Match the figures with what they represent:
1-  6%
2-  350 billions
3-  0.25 %
4-  100.000.000
a-     Extinct forest species.
b-   The surface of land covered by rainforests.
c-    Extinct sea mammal.
d-   People endangered by the rise of sea level.
e- The amount of ice melting in the poles each year.
1+ ---
2+ ---
3+ ---
4+ ---


4- Complete the table:  


             The consequences of:
CFCs
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
ozone depletion
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
global warming
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
deforestation
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


  • Ss are divided into four groups of four.
  • Every group of Ss is assigned a number, The 1, the 2, the 3, the 4. The 1s fill in the first row, the 2s fill in the second row etc…
  • Students form a different group in a way that the new group has a member from group 1, from group 2, from group 3, from group 4.  They fill in the whole table.

You can download worksheet 1 here





Post Stage: (15 mn- 20 mn)


Writing:     





Evaluation: (5mn)

The evaluation stage could be done in class or at home on line. If you opt for doing the evaluation in class, ask your students to bring their smartphones and make sure there is a good internet connection. 

The link to the quizz : https://quizizz.com/admin/quiz/58f28b601810121400997939  


The link to be shared with the students: https://quizizz.com/join/   

Credit: Pictures used in the vocabulay game and the video are retrieved from pixabay.com