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Unit 3 Unit Opener In This Unit Theme This unit is about life in the Objectives dark. Students will Secrets of • describe and discuss a photo. Content Objectives Students will • discuss darkness and how some • examine the world at night, living in animals create their own light. darkness, and nocturnal animals. Content Vocabulary comfortable, • read about creatures that live at the fireflies bottom of the ocean and create their the Dark Resources Worksheet 1.3.1 (Teacher’s own light. Resource CD-ROM/Website); • discuss a marine biologist and his CPT: Unit Opener ideas about how to protect ocean life. Language Objectives Students will • talk about night, darkness, and nocturnal activities. • ask for and give help with schoolwork. • use the present progressive to say Be the Expert what is happening now. • use at, on, and in to talk about when things happen. • write about an event, using sensory About the Photo details. This photo of thousands of blue ghost Vocabulary fireflies was taken in a forest in North pp. 44–45 active, dark, darkness, Carolina. These tiny fireflies are common festival, to go to sleep, headlight, throughout the southeastern United horizon, to light up, north, south, “ To me, science is fiction because sometimes it States and are called blue ghosts sunrise, sunset just seems unreal. Looking at bioluminescence, because of the blue and green light they p. 46 daylight, healthy, streetlight it’s just beautiful. It’s artwork.” 1. In the photo, fireflies create a beautiful light. What produce. Their uniqueness lies in the fact p. 49 asleep, awake, east, time zones, —David Gruber other things in nature produce light? that their “blink pattern” is much longer west than the common firefly’s, and they tend 2. Bioluminescent animals use lights to communicate p. 50 dawn, to fascinate, to glow, with one another. How do humans use lights to to hover about a foot off the ground. They to observe, pattern communicate? seem not to flash so much as glow. Vocabulary Strategies Compound Blue ghost fireflies 3. Where do you feel comfortable in the dark? Why? words; Using a dictionary 42 43 Fireflies emit light to attract mates, Speaking Strategy Asking for help with defend their territory, and warn predators schoolwork to stay away. In some species, only one gender lights up. In most, however, both Grammar OWI_B_SE_62975_042-057_U03_B.indd 42 6/14/16 2:35 PM OWI_B_SE_62975_042-057_U03_B.indd 43 6/14/16 2:35 PM genders produce light. Grammar 1 Use the present Introduce the Unit and other creatures is called bioluminescence and is the result of a progressive to say what is chemical reaction within their bodies. happening now • Build background Ask What is darkness? (the absence of light) Teaching Tip Grammar 2 Use at, on, and in to say Say Some people don’t like being in the dark. They think it’s • Say bioluminescent and have students repeat. Say This is the when things happen Students may not tell you when they uncomfortable, even scary. Ask Why do you think that is? Explain that adjective that describes an animal that produces light, as in “Fireflies don’t understand a word or a concept. Reading In the Dark of the Ocean although people can see in the dark, we can’t see colors well in the Before beginning a lesson, preview Reading Strategy Describing words are bioluminescent insects.” Then read aloud Question 2. Explain dark. Ask When is it dark? (at night) You can see beautiful things at that animals use bioluminescence to attract mates, defend their some of the more challenging concepts Video Scene 3.1: What Glows Beneath; or vocabulary. You may want to pair a Scene 3.2: Meet David Gruber night. What can you see at night that you don’t see in the day? territory, and keep predators away. Ask How do we use light to fluent student with a less-fluent one Writing Description of an event communicate? (for signaling; with lighthouses and flashlights) • Have students open their books to pp. 42–43. Ask What do the and allow them to communicate briefly in their first language, if necessary, National Geographic squiggly lines look like? (colored string, worms, tree roots) Have a Mission Understand and Protect • Have a student read Question 3 aloud. Ask Do you ever feel to clarify understanding. During class student read the caption. Tell students the photo was taken using a Project uncomfortable in the dark? Guide students to think about and discuss discussions, walk around the room and • Poster special technique (time-lapse photography) that allows events to be what it is about darkness that makes some of us uncomfortable. check students’ understanding by asking • Blog entry sped up and seen in a different way. individuals to share ideas with you. • “Day-and-night” video • Read the quote on p. 42 by David Gruber aloud. Then say Science Pronunciation Present progressive: • Ask questions to encourage further discussion of the photo: is about finding out how real things work. How can science be fiction, Stress of the verb to be What are some other ways to describe the photo? which is about things that are made-up? Pacing Guides 1.3.1, 1.3.2, 1.3.3 How does it make you feel about nature, photography, and darkness? Extend • Distribute Worksheet 1.3.1. Explain that partners will be thinking • Have a student read Question 1 on p. 43 aloud. Write some and writing about the dark and the beauty to be found in science. responses on the board. Explain that the light produced by fireflies 92 Unit 3 Unit Opener 93 NGL.Cengage.com/ELT Bringing the world to the classroom and the classroom to life A PART OF CENGAGE ALL RIGHTS RESERVED – NOT FOR RESALE 1 What would be difficult about living without Vocabulary sunlight for two months every year? Discuss. Be the Expert Then listen and read. TR: 32 Objectives For most of us, the days are divided into day months. To the south are the red and gold exercise and eat foods with vitamins A and D, film and music festivals. And other people Our World in Context Students will and night. But for two months each winter in colors of the horizon. To the north, the sky is nutrients people normally get from being in the are spending time with friends in cafés and • use vocabulary related to sunlight northern Norway, it’s dark for 20 hours a day. a magnificent blue. Even the moon and stars sun. And darkness doesn’t stop Norwegians restaurants. Of course, not everyone is so Longyearbyen is one of the world’s and darkness. There is no sunrise or sunset because the sun look blue. In the towns, streetlights shine like from having a good time. Each winter, people active in the dark months. Many people are northernmost towns. It is located on one • use new vocabulary to read about never gets above the horizon. little yellow diamonds. are skiing on hills and skating on ponds that just going to sleep a little earlier until the sun of the Svalbard Islands, between Norway are . Some people are dogsledding (with returns in the spring. and discuss winter in northern Would you like to live in darkness for People do need light to be healthy and lit up headlights, of course!). Others are going to and the North Pole, in a region of the Norway. this long? It may seem difficult, but many happy. Since they don’t have much daylight world called the high Arctic. The town is Norwegians love the beautiful colors of these during this time of the year, Norwegians Target Vocabulary active, dark, named after an American, John Munro darkness, festival, to go to sleep, Longyear, who founded the town and the headlight, horizon, to light up, north, neighboring coal mine. Mining remains south, sunrise, sunset an important part of the local economy, Content Vocabulary Norway, but today the town is a center of tourism Norwegian, nutrients, sunlight, vitamins and research. Snow covers the town Resources Worksheet 1.3.2 (Teacher’s from late September through May and, Resource CD-ROM/Website); as everywhere in Svalbard, roaming polar TR 32–33; (Audio CD/Website/CPT); bears pose a significant threat to the CPT: Vocabulary town’s 2,500 inhabitants. Materials globe of the world (optional) In the town of Longyearbyen, in northern Norway, there’s no sunlight from November to January. However, the sun doesn’t set from the end of April to the end of August. Teaching Tip When an activity calls for classmates to work in pairs or groups and exchange information, remind students to pay close attention to what their partner or group members are saying. Encourage students to repeat aloud what their partners say, ask their partners to clarify unfamiliar or unclear information, and ask follow-up questions. These techniques will help students become active listeners and 2 Learn new words. Listen and repeat. TR: 33 allow them to learn more about their 3 Work in pairs. What would you like about living in the dark classmates. for two months? What wouldn’t you like? Write three things for each. Compare your list with your partner’s. Related Words 44 45 glacier OWI_B_SE_62975_042-057_U03_B.indd 44 6/14/16 2:35 PM OWI_B_SE_62975_042-057_U03_B.indd 45 6/14/16 2:35 PM Warm Up • When students are finished, have a person from each Present 1 2 group read their sentences to the class. • Build background Say We’re going to read about a I think would be difficult without sunlight.