Arbeitsblatt: Lektion New World 3 G Unit 2


Lektionsplanung zu New World 3G Unit 2, Schwierigkeitsgrad anpassbar für E-Niveau. Animal communication.
8. Schuljahr
2 Seiten




Daniela Roggli
Land: Schweiz
Registriert vor 2006

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New Word 3 Unit 2 Lesson Steps: Ref doc: Learning process: Descrip4on of the ac4vity: 1 handout warmer-problemelaboration-practise – control-closing 2 worksheet warmer-problemelaboration-practise – control-closing Social form: Time Methodological jus4fica4on: The teacher distributes paper slips to the students. They contain sentences of actions and reactions. Students need to find the one that matches their sentence. Example: Jenny fell while ice-skating. AND Now she is crying. Jenny made pizza. AND Now she is eating. Jenny won the lottery. AND Now she is celebrating. When the students have found their partner, they go to the teacher, who verifies the group constellation and hands out the worksheet. 5 The students rely on their passive vocabulary knowledge to solve the task and become familiar with the -ing form. The worksheet contains symbols that enable humans to communicate with apes, as mentioned on p. 28. The sheet also contains number of assumptions about these symbols, for example: What do you think these symbols are used for? a) These symbols help blind people with communication. b) The symbols are translations from Egyptian. c) The symbols enable communication without language. They can try to form sentences with the symbols, and their desk neighbor has to guess it. G2 10 The students ac4vate their prior knowledge about the symbols and try to work with it. This helps to promote their interest and to engage with the subject. 3 photo warmer-problemWhen everybody has received the sheet, the elaboration-practise – teacher shows them photo of apes looking at control-closing picture. On the whiteboard, the teacher provides vocabulary: study, read, learn, look at, use Then, the students are asked to describe what the apes are doing in the picture: studying the symbols, reading the symbols, etc. 4 The students are encouraged to use the language support and to describe the picture they see. This enables them to use the -ing form in the correct way without vocabulary being problem. 4 NW p. 28 warmer-problemThe students read the text on p. 28 about the elaboration-practise – system of symbols that enables humans to control-closing communicate with apes. They answer general questions about the text. Next, students read the text again and answer more specific questions: What can apes do thanks to the symbols? (three things) Which kind of chimpanzee is most talented? Who was the first ape to learn language as children do? How many symbols does Panbanisha know? 15 Skim-reading is important to gain global understanding of text whereas scanreading helps the students focus on details. G2 6 Self-control allows the students to correct their answers in pairs and to venture to speak freely thanks to the language support provided. 4 The students can engage crea4vely with the subject. 5 6 worksheet warmer-problemelaboration-practise – control-closing Students check each of their answers with different classmate. One student reads the question, the other answers in full sentence. warmer-problemelaboration-practise – control-closing Take some words from the list of symbols such as carrot or orange juice and ask students to design new symbol for that word. This will show them that the ape symbol does not represent the object like drawing. Learning to communicate like this would be very hard for us.