This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Subject taught
- Physics
Language Skills Developed
- Interaction
- Listening
- Reading
- Speaking
- Writing
Transferable/Scientific Skills Developed
Please describe the transferable/scientific skills developed by the student
Description
Please describe the lesson plan focusing on:
● General aims
Students will be able to explain the phenomenon, its causes and effects and provide solutions to related problems in their context. They will acquire the basic English vocabulary connected with the topic (Fata Morgana). Students will develop positive learning habits such as organizational and problem-solving skills.
● Linguistic aims
- read English texts with ease
- reflect on their reading experience and share it with their peers
- get the main ideas from a text
- comprehend the topic correctly
- translate words connected with the topic (mirages) from English into their mother tongue.
● Subject specific aims
Students will be able to:
- explain the phenomenon, its causes and effects
● Target group age
Students from high school 16-18+ years old.
● Level of competence in English (CEFR)
B1+/B2
● Different phases to complete the lesson plan
Time required: 3 hours:
Phase 1 – 40 min
Phase 2 – 20 min
Phase 3- 2 hours (1 hour homework + 1 hour in class)
Phase 1 -40 min
The teacher introduces the topic by asking the students to go on a ‘’ light’’ hunt, meaning that they will have to find objects around them which reflect and refract light, so that they can review the main concepts of reflection and refraction previously studied.
Then the teacher asks the students to watch the video lesson and ask them to answer some questions related to the video: https://youtu.be/TlexLNla7Xc. Afterwards, the teacher will discuss the video, making further explanations on it and will check the students’ understanding of the video by asking them to work on an interactive exercise, TR 1:https://wordwall.net/resource/3206953, in which they will have to match 12 tiles, containing the key words from the video, with their definitions.
Phase 2 - 20 min
The students will then work (in groups) on a glossary related to the topic. The teacher writes down the words they want their students to learn and ask students to watch the video https://youtu.be/TlexLNla7Xc ; while watching it the students research how these words integrate into the text: they identify the keywords given by the teacher and write down the sentences as they come across them in the listening; then they have to create their own sentences and compare them with their peers’. The teacher can ask the students to create a narrative using ten of the words related to a topic. Learners listen to this story and notice the words used.
Phase 3 – 2 hours
For better insights into students’ understanding of the types of mirages, the teacher asks students to watch (independently) the following videos at home: https://www.youtube.com/watch?v=Rk5nNzwOhyU and https://www.youtube.com/watch?v=vB_XqC2CJbQ. The students’ task is to fill in a handout containing the following questions, for each of the mirages: When the mirage occurs/ How the mirage appears/ Where can they be found.
In class, the teacher checks the assignment; then asks students to read the textTR2 and identify the main ideas of the texts https://www.farmersalmanac.com/fata-morgana-mirage-28630 ; a short class discussion follows. Then the teacher gets students into smaller groups of four. Next, the teacher assigns one section of the text to each team. Each team should then create questions based on their section of text (the teacher gives examples and encourages any type of questions: scanning and skimming questions, vocabulary-based questions or discussion questions). After the students have written the questions, each group should ask the other groups their questions. The groups of students go with their questions in the order of the text, starting with the first group’s questions and ending with the last group’s questions. Class discussion on the topic may follow; the teacher may encourage students to research and find their own examples from the internet.
● Possible difficulties for the students
Students who have poor knowledge of English can have problems with understanding the content.
Teaching Resources (created)
Teaching Resources (reviewed)
Related Video Lessons