mbagnick F1B2

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MATERIAL DEVELOPMENT Page 1

Date: Monday, March 26th

2012 School: FASTEF

Level: uppersixthform Duration: double period

LessonNature: Reading Comprehension Time: 2hours

Material: Text and picture Language skills: Integrated skills

Proficiency level: mixed ability group Gender ratio:

Objective: By the end of the lesson, students should be able to:To grasp the meaning of different lexical items related to the cetacean and seas

To use them in contextualized and real life situations

To interpret fact from the reading handouts

Discuss the cause of the disappearance of whales

To name the role of whales in marine environment

To predict the consequences of their death.

To propose solution for their survival and the maintenance of a safe ecosystem

To interview the ecologist, Ali Aidar on the usefulness of whales

To issue on the fact that whales never attack human beings


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E.Tim

A.Tim

Activities Expectations Interactions

Pre-reading activities

5mn

W

ARM-UP

Teacher socializes with learners and then

introduces a grammar gameReorder the jumbled sheet into an unjumbled

sheet (other solutions are possible)

1-There is so much to tell

you but I have not askedhim if he minds

2-well, actually no I have

not done what you must

be thinking

3-He has refused to go to

bed with me.4-Were getting married

next week can you and

Dad come?

5-We've been on several

trips together.

Pair work

5mn

BRAINSTO

RMING

Teacher hands out learners some pictures and ask

them questions about these animals for e.g.

Where does this animal live?

What is its name?

What does it feed on?

What is the biggest animal in oceans and seas?

Do human beings eat them?

In the sea

A shark

Plankton, fish, etc

The whale

Yes and they are very

expensive

T/L

1-THERE MINDS SO HE MUCH IF TO TELL YOU

BUT 'S I HAVEN ASK'T HIM

2-WELL ACTUALLY WHAT NO WE HAVEN'T

THINKING YOU MUST BE DONE

3-GO TO BED ME REFUSED HES TO WITH


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5mn

PRE-TEACHING

The target objective of the teaching of new items is

to facilitate the understanding of the reading

comprehension. Teacher will use images, sentences

or other activities to explain these items

Bowhead:Now, look at the head of the monster what do you

notice?

Be careful, how is its physical form?

Harpoon:

Teacher shows students the picture and asks them

what is it about?

And then he asks them what the use of this tool is?

Blubber:

Teacher asks learners the meaning of this item by

giving them guiding. Do you know the whale and

then try to let them discover this abstract term.

Whalers:

For teacher to explain this item to students, he tries

to raise their prior knowledge, by asking the

question what do some people kill elephants for, and

the learners answer for the ivory. The whalers arealso hunters, poachers

Sceptical:

Teachers asks learners the question of the

significance of it by starting from real life situations

saying that if youve many doubts how do you feel?

Mammals: Teacher draws the learners attention on

the spelling of this word and gives them e.g. animal

Jaw:

What does arrow point out his?

Its inclined, curved

It is a harpoon used

to catch fish

Its a variety of whale

by the colour, a white

whale as exists a

gray whale

Poachers, hunters

Not optimistic,

Sceptical

Animals that

breastfeed their

babies

A jaw

T/L


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E.Time

A.Time


Pre -reading5mn

PREDICT

ION

Now, the vocabulary teaching is over the

teacher helps them to make predictions of

what the reading comprehension text will

be about

To do teacher asks them some questions.After that he checks whether learners

predictions were good by asking them tocompare their findings on the board with

the text itself.

Unpredictable T/L

While -reading5mn

PREDICTIONCHECKING

Teacher has already written learners their

predictions on the board; he now asks

them to check what they have predicted

about the text. Teacher can see some ideas

such as: its about fish, marine life, sharks,

eared sea, etc. Teacher reinforces them

Harmless animals,

wild life in the sea,

whales

Pair work


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Until now, scientists thought that bowhead whales had longevity of 80 to 100 years

about the same as humans. But that wasbefore the Inupiat people of northern

Alaska discovered evidence to the

contrary. After recent hunts they

found six ancient ivory and stone

harpoon points embedded in the

blubber of four whales. How could

that be? Native Alaskan whalers had

used only steel harpoons since the1800s!

Scientific researchers were amazed but sceptical so, to determine ages, theystudied the lenses of whales eyes. Changes in amino acids revealed that three

whales were between 135 and 172 years old. The fourth whale appeared to have

been 211 when it was killed! These findings could establish whales as the longest

living mammals on Earth. Further tests on the bowheads bones and skin are being

conducted to verify the initial estimates of age. If the results are confirmed, we will

know that some whales that are alive today were swimming around the arctic seasduring Americas Civil Waror perhaps even when Thomas Jefferson was

president!

Bowhead whaleseach weighing 80 to 110 tons and measuring 50 to 60 feet

in lengthbear distinguishing white markings on their front lower jaws. There are

thought to be 8,000 to 12,000 bowheads in existence. The bowhead is listed as an

endangered species.QuintleyElliot (2002): Science and Technology Words, Saddleback Publishing Educationp 49


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E.Time

A.Time

Activities Expectation Interactions

While -reading

5mn

ASKINGQUESTION

How long could whales live on?What did hunters use to catch whales?

Who used those tools?

Where did the whales live?

How much did bowheads weigh?

How long was each whale?

80 to 100 yearsHarpoons

Whalers

In the arctic sea

80 to 110 tons

50 to 60 feet length

T/L

5mn

VOCABULARYTEACHINGINCONTEXT

First unscramble the words from the

reading. Then write each unscrambled

word next to its antonym (word that

means the opposite).

THRENRON ------------------------FRONCDIME -----------------------RIVFEY -----------------------NICETAN -----------------------MEAZDA -----------------------EROWL ----------------------

---------------------- SOUTHERN

----------------------------UPPER

------------------ UNSURPRISED

------------------------- DISPROVE

--------------------------MODERN

---------------------------DENIED

NORTHERNCONFIRMED

VERIFY

ANCIENT

AMAZED

LOWER

NORTHERN

LOWER

AMAZED

CONFIRMED

ANCIENT

VERIFY

Group work

5mn

MULTIPLECHOICEQUESTION

Circle a letter to show the meaning of

the boldface word or words.

The bowheads jaw has a distinguishing

white marking1-a-ELEGANT b -DIFFERENT IN c-CONSPICUOUS

DIGNIFIED EVERY WHALE DISTINCT

2-The Inupiats discovered the evidence

to thecontrary.a-THAT DISCREDITED b-THAT RAISED c-STUBBORNLY

earlier evidence another issue inflexible

DISTINCT

DISCREDITED

Pair work

Write T or F to show whether each statement is trueor falseand justify each of them1------ Scientists can estimate a whales age by studying critic acid in the lenses of its eyes.

--------------------------------------------------------------------------------------------------------------------------------

2------The Inupiat people have hunted whales for more than 4,000 years.

----------------------------------------------------------------------------------------------------------------------------

3-----Until recently some kind of fish were thought to be the longest living animals.

--------------------------------------------------------------------------------------------------------------------------------

4-----Bowheads may be the oldest mammals on the planet

------------------------------------------------------------------------------------------------------------------------------10

mn

Pair work


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Etime

A.Time


While -reading

10mn

SYNONYMS

Complete the crosswordpuzzle. Clues aresynonyms(words with a similar meaning) of wordsfrom the story.

ACROSS: 1- SEEMED 4- PROOF 6- DOUBTFUL 7- SHOWED

DOWN: 2- BURIED 3-FIRST 4-CERTIFY 5-GUESSES

ACROSS:

1-Appeared

4-Evidence

6-Sceptical

7-Revealed

DOWN:

2-Embedded

3-Initial

4-Evidence

5-Estimates

5mn

Paragraphmatching

Read carefully the text and match each paragraph

with the appropriate title

1- --------

2- --------

3- --------

a-The turning of history

b- Enormous creaturesc-Whales and their mysteries

1- c

2- b

3- a

Pair work

1Omn

INFORMATIONTRA

NSFER

Practice: sequence action: Complete the diagram using

information from the text

1-80-100 years

2-135-172 years

3-80-110 tons

4-50-60 inch

5-8.000-12.000

Pair work

Estimated age

----------------

Species----------------

Weight------------------

Length------------------

Real age 21

3 4

5

A

E E

I

R

1

2 3

54

6

7

E

S

Paragraphs Titles

WHALES

CHARACTERISTICS


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Etime

Atime

Activities Expectation Interaction

Postreading

5mn

SENTENCECOMPLETION

Circle the word that correctly completes each

sentence.1-A scientist who studies matter, energy and force is

called a---------------- (physician / physicist).

2-scientists have identified 103 chemical ----------

(processes / elements).

3-A------------- is an object that revolves around a

planet (meteor / satellite)

4-Lines of--------- show a distance North or South of

the equator (latitude / longitude).

1-physicist

2-elements

3-satellite

4-latitude

Pair work

5mn

Communicationcompetence

Teacher asks students to work in group and try to fill inthe table appropriately.

NB: Fill in the causes and solutions using five (5)

concepts or phrases ofeachone

mammalcetacean Group work

Family

Espece

Causes of its death

1-----------------------

2 ---------------------

3 ----------------------

4----------------------

5-----------------------

Preservation

1--------------------

2 ------------------

3 --------------------

4--------------------

5--------------------

--------------------

Whale


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MATERIAL DEVELOPMENT

1Omn

LETTERCOMPLETION

Complete this skeleto

make sense.

Se

Dear Sir

Our organisation, the

killers is ----------------

------------------------------In fact, we divers in

there is a tragic decrea

Alaskan whalers whos

---------------------------

---------------------------

Sir, the Minister of en

these Especes act as re

it is high time you enf

---------------------------

-We hope that you wo

the cetacean, which ar

animals such as dolphiYours sincerely

Aly AidarAly AidarAly AidarAly Aidar

letter with your own words that

at of the Green

akar, Senegal

green that struggles against whale

------------------------------------------

------------------------------------------deep oceans have realized that

e of this Espece hunted by Native

only need-----------------------------

------------------------------------------

------------------------------------------

ironment undoubtedly knows that

ulators of marine life. Therefore,

rced the law---------------------------

------------------------------------------

ld take quick measures to rescue

harmless animals and human-like

ns.

unpredict

Page 9

ble

Group work


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E.Time

A.Time


Postreading

Postreading Expectations Interactions

5mn

R

EPORTEDSPEECH

Teach asks students to reported this dialog to an

audience who was not there at the moment of the

discourse using the these verbs belowSay ask answer tell reply

1- Joshua asked her--------------------------------------

2-Karine answered--------------------------------------

3-Ami asked Abu----------------------------------------

4-Abu replied--------------------------------------------

5-Abdallah asked Shasha------------------------------

6-Shasha said --------------------------------------------

Have you ever heard here a

whale attacking a human

No, Ive never heard that, It is

many years since Ive been

diving.

Yes I very often dive in this

arctic sea Do you dive in profound

waters now?

Well, they can regulate

huntings, enforce laws against

killin whales

What can these authorities do

to protect whales?

Shasha

Abdallah

Abu

Ami

JoshuaKarine


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E.Time

A.Time


Post reading

5mn

RAISINGAWARENES

S

Teacher asks learners questions about the form

and the discourse itself.

What do we have the same discourse?

What the different changes that have occurred?

Teacher lists the different changes that studentsmay encounter when reported from direct to

indirect speech

Reported speech

Tenses, adverbs

Pronouns, adverbs

T/S

5mn

GUIDED

PRACTICEONE

Complete the jokes below by putting asked, said

or told in the gapsprovided:

A man went into the Pacific Ocean and saw a

large shark which was fidgeting with its babies.Does this shark eat human flesh? He asked the

gamekeeper.

No, Ive never seen that he said. So the man

swam forward the shark. Suddenly it jumped up

and bit his leg out

I thought you-------------the shark did not bite.

The game -------------these sharks were used to

coming there.

Pair work

I

She

they

this

these

now

here

He/ She

she

They

That

Those

thenthere

Indirect s eechDirect s eech

Present

Present perfect

Past simple

past perfect


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E.Time

A.Time


Post reading

10mn

GUIDED

PRACTICETWO

Report this interview between a gamekeeper

and a whaler. Apply the different changes in

the interview.

Do you know that it is forbidden to hunt these

animals? They are very in the balance of themarine fauna. You are participating unknowingly

to their extinction.

Yes but Japanese like very much the humpback

and it is expensive when we sell it to them.

Moreover it is reported that these beasts attack

fishermen. These animals devour some fish and

finally within some years there wont be any fish

in the waters.

Did you know they cleanse the seas of its copses?

We poachers really ignored all that yesterday. We

only thought these beasts harmful the society ofbeast, that is why we were resolved massacre

them. From now, I personally will sensitize all

my mates tomorrow who are killing them to stop

it for all.

Group work


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