Lesson 5 «forest»

Lesson 5			«FOREST»
Technology of teaching at the practical lesson
	Number of students:	No more than 15
	Time of the lesson:	2 hours
	Form of the Lesson	Practical with elements of Research and Analyze
	Plan of the Lesson	Presentation of the lesson plan: definition of the subject aims and expected results of the student’s activity. Checking of home task (grammar and reports). Study the text «Forest». Discuss the meaning of new words
	Purpose of the Lesson	Contribute to knowledge of students about «Forest». Assist the students in making a choice of further post-graduate study. Develop student’s analytical skills and abilities to make research.
	Pedagogical tasks:	Discuss the beforehand given tasks of making research of «Forest». Make students work with text vocabulary, match appropriate meaning of new words. Direct students in learning the handout materials. Give the tasks to analyses and express own opinion. Give the home task.
	Results of the students activity:	Comprehend the text with new words so that to be able to discuss its main issues. Making conclusions and express personal point of view.
	Methods of teaching:	Visual, group work.
	Forms of teaching:	Text with exercises, handout, data tables
	Means of teaching:	Working in groups.
	Condition of the Lesson:	Classrooms, Sufficient number of students.
	Monitoring and marks:	Oral control, marking, correction.

Technology of teaching at the practical lesson
Steps, time	Activity
	Teacher	Student
1. Introduction in to studying process in)	1.1. Presentation of the subject and main purpose of the lesson. 1.2. Forming of language atmosphere in connection with the actuality of the present Lesson’s subject. 1.3. Presentation of the Lesson plan and the marking system.	1.1. Listen, ask questions, exchange opinions. 1.2. Oral speech training. 1.3. Taking feedback.
2. Actualization of knowledge in)	2.1. Checking homework concerned with present lesson’s subject. 2.2. Presentation of new words concerning the subjects. 2.3. Choking of student’s vocabulary on the given text by method of doing exercises.	2.1. Report home tasks. 2.2. Find out new words meaning. 2.3. Exchange opinions. 2.4. Listen, write. 2.5. Show knowledge.
3. The main part (55-60)	3.1. Explaining and showing the structure of «Forest». 3.2. Giving handout materials to make a visual research. 3.3. Dividing the group into subgroups to achieve the brain storming effect.	3.1. Fulfill tasks. 3.2. Read, translate, analyze and communicate. 3.3. Listed, read, do some exercises.
4. Conclusion in)	4.1. Resume the results. 4.2. Evaluate students’ activity.	4.1. Listen, write. 4.2. Taking feedback.

Forest

A forest is a highly complex, constantly changing environment made up of a variety of living things (wildlife, trees, shrubs, wildflowers, ferns, mosses, lichens, fungi and microscopic soil organisms) and non-living things (water, nutrients, rocks, sunlight and air). Trees are the biggest part of this complex community.
There are many different kinds of forests around the world – tropical rain forests, temperate rain forests, boreal forests, mangrove forests, Carolinian forests to name but a few. In Canada, we have eight different forest regions; the Boreal, Subalpine, Montane, Coast, Columbia, Deciduous (Carolinian), Great Lakes/St. Lawrence and Acadian forest regions.

Types of Forests

Forests can be classified in different ways and to different degrees of specificity. One such way is in terms of the "biome" in which they exist, combined with leaf longevity of the dominant species. Another distinction is whether the forests are composed predominantly of broadleaf trees, coniferous (needle-leaved) trees, or mixed.
Boreal forests occupy the subarctic zone and are generally evergreen and coniferous.
Temperate zones support both broadleaf deciduous forests and evergreen coniferous forests. Warm temperate zones support broadleaf evergreen forests, including laurel forests.
Tropical and subtropical forests include tropical and subtropical moist forests, tropical and subtropical dry forests, and tropical and subtropical coniferous forests.
Physiognomy classifies forests based on their overall physical structure or developmental stage.
Forests can also be classified more specifically based on the climate and the dominant tree species present, resulting in numerous different forest types.
A number of global forest classification systems have been proposed, but none has gained universal acceptance. UNEP-WCMC's forest category classification system is a simplification of other more complex systems. This system divides the world's forests into 26 major types, which reflect climatic zones as well as the principal types of trees. These 26 major types can be reclassified into 6 broader categories: temperate needleleaf; temperate broadleaf and mixed; tropical moist; tropical dry; sparse trees and parkland; and forest plantations. Each category is described as a separate section below.

GLOSSARY
Botany	Photosynthesis
True	Pollination
Resin	False
Maize (corn)	Vine
True	Cherry tree

EXERCISE

Answer the question

1. 
   The scientific study of plant life is known as what?
   
2. 
   The process of plants using energy from sunlight to turn carbon dioxide into food is known as what?
   
3. 
   True or false? In the right conditions bamboo can grow over 60cm (24in) in just one day.
   
4. 
   The movement of pollen from the anthers to the stigma of a flower is known as what?
   
5. 
   Amber is made from fossilized tree _____?
   
6. 
   True or false? Humans were on Earth before plants.
   
7. 
   What grain has the highest level of worldwide production? (Hint: Rice is second)
   
8. 
   A trailing or climbing plant is also known as a _____?
   
9. 
   True or false? Pitcher plants are carnivorous.
   
10. 
    The Japanese word “sakura” means the blossoming of what kind of tree?