Activity 1
By the end of these two
months (bimester) it is suggested an “Energy Fair”. It is important to
establish some directions and do some agreements with the group. The students
need to collect data during the Unit 1 that has four lessons, build a portfolio
collecting evidences and relevant information based on their learning process.
Warm up
a) Write a KWL Chart on
the board. (What I know - What I want to know - What I have learned)
● Elicit from students
what they know about Energy.
● With the answer from
students fill out the first and the second column on the board. KWL is a useful
tool to
be used in the beginning,
during and after a lesson or unit.
● Talk to students that
in this unit they will learn about renewable and non-renewable energy.
● By the end of the
lesson/unit go back to the last column and let them write what they have
learned about the
topic. The information
that students will give you are very important and can be part of a recovery
plan,
accordingly to their
needs.
b) Students will write
words about the pictures in English.
Encourage them to write
in English. They can use an online dictionary as well.
Curricular Adaptation -
KWL Chart
➢ Ask the interlocutor to signal what
the deaf student remembers about Energy. The interlocutor can
point the vocabulary the
student will need and together they will use a dictionary to search the word.
Then add to the word bank
the first word;
➢ After that, ask the interlocutor to
signal what the deaf student wants to know. At this moment the interlocutor
can use only Brazilian
sign language.;
➢ Now, the student will see the
pictures and signal about what he / she can see. With the interlocutor’s help
ask
the student to build
meaning of the words and to note it on the word bank.
a) Fill out the KWL chart about energy.
b) Look at the pictures and, on your notebook,
answer the questions about them.
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?
Activity 2
In this activity the
students will share and discuss about the words that they wrote in activity 1b.
● Write on the board the
word ENERGY to make a mind map, you will write the words that the students
dictate to you.
● Do questions for them:
Do you know what energy
means?
Do you know the types of
energy?
What types of energy can
you see around you?
What types of energy do
you use in your daily life?
They need to finish the
activity understanding the meaning of energy.
Curricular Adaptation -
Activity 2
➢ Explain that now is the time to
construct with the partners what they thought about Energy in the
activity 1b. The
interlocutor will signal all the conversation in Brazilian sign language;
➢ The interlocutor can systematize
with the deaf student the word energy in the word bank notebook. It’s
important for the student
this register in order to consult later.
➢ Show the deaf students some images
related to the theme.
a) In pairs discuss and
compare your notes from Activity 1B.
b) Dictate the words you
have already written to your teacher. You can say in Portuguese if you
don’t know the word in
English.
c) Create a Mind Map with
the word Energy, the questions below can help you:
What else do you know
about energy? Which types of energy do you use in your daily
life?
Activity 3
In this activity the
students will fill out the T-Chart sorting the words from the mind-map and the
infographic to
understand the difference
between renewable or nonrenewable energy sources.
Talking time!
This time is important to
give STT(Student Talking Time) to practice new words. You can provide cards
with the
sentences to facilitate
students or you can ask them to prepare the cards.
● Give them enough time
to talk;
Help them with the
pronunciation.
Curricular Adaptation -
Activity 3
➢ In the Activity 3a, the deaf
student can go back to Activity 2 and in Brazilian sign language discuss
about renewable and
non-renewable energy sources, after that the student will fill the chart as a
e.g.
➢ In the activity 3b, the deaf
student can write what he/she signal with the interlocutor about the sources of
non-renewable and
renewable Energy.
➢ The students now will talk and the
deaf student will make some phrases as the model:
e.g: Natural gas is an
example of non-renewable energy source, but wind is an example of renewable.
Remember to put the new
words in the word bank and consult it to make the phrases.
a) Fill out the T-Chart
below, sort the words from the mind map(activity 2C) according to energy
sources:
b) Define the energy
source.
Non-Renewable Energy Source
means:
______________________________________________________
Renewable Energy Source
means:
__________________________________________________________
Talking time!
1. Look at the T-Chart
and the picture to classify the energy sources. Use the sentence frame and
talk to your friend.
Natural gas is an example
of non-renewable energy source but, wind is an
example of renewable.
Now it is your turn!
“_____ is an example of
_____ energy source but _____ is an example of _____.”
Activity
Pesquisar sobre Corona vírus?
Responda:
A)
O que você sabe sobre Corona vírus?
R:
B)
Quais são os sintomas de Corona vírus, gripe,
alergia?
R:
C)
Quais são os cuidados que devemos ter com
relação a nossa higiene?
R:
D)
O que o Governo, está fazendo para combater o
Corona vírus?
R:
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