Guidance for the teacher
TUBERS, BERRIES AND BUGS 1/2
TUBERS, BERRIES AND BUGS
Guidance for the teacher
Vocational Area Agritourism Title of Material TUBERS, BERRIES
AND BUGS CEFR Level B2 Relevant Descriptor(s)
Can read on topics within the areas of academic or professional
specialty or interest and grasp the most important points. Can
understand in detail texts, including specific attitudes, within
the field of interest or the area of academic or professional
specialty. Can initiate, maintain and end discourse naturally with
effective turn-taking. Can account for and sustain opinions in
discussion by providing relevant explanations, arguments and
comments. Can explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options. Can write clear
and detailed texts (reviews, reports or texts of presentation) on
various topics related to the field of interest. Can develop an
argument systematically, emphasizing decisive points and including
supporting details.
Skill(s) Reading; Speaking; Writing Related Vocational
Competence(s)
Applying the norms for sustainable development in relation to
environmental protection and tourist resources/ Aplicarea normelor
de dezvoltare durabil n legtur cu protecia mediului i resurselor
turistice.
Transferable skills involved Critical thinking; problem solving;
research skills. Prerequisites Previous assumed knowledge on
environmental protection issues due to their
specialty Guidance for the teacher
Set a time limit for each activity; A) As part of Pre-reading
section, engage Ss with the topic by asking: Do you
eat healthy food?, What do you eat ? etc; B). Ss skim through
the text to get its general idea and give true / false
answers. Ss scan different paragraphs for specific information
and answer the questions inserted in the text ;
C). Ss work on word meaning in context, related meanings and
collocations, i.e. which words go with each other.
Tell Ss that the synonyms from exercise C. ii are to be found in
bold in the text.
D) Help Ss by prompting, if necessary, during the debate. E)
Explain the homework and, if possible, help Ss to find sources for
the
information they need. Start the plan of the report with the Ss
in class. Help Ss with ideas. Encourage Ss to write the whole
250-word report for the next class.
Time needed 100 min. Expected Outcome(s)
Ss will be able to: understand more about environmental
protection, sustainable development
and genetically-modified products.
Guidance for the teacher
TUBERS, BERRIES AND BUGS 2/2
discuss the controversial issue of genetically-modified food.
read and understand a specialist subject text in detail. find and
organise information and make the detailed plan for a report on
a
discipline-specific issue. Authors Stupinean Maria Manuela,
Andrei Monica Sorina, Rusu Elena
ANSWER KEY:
B. I a-true; b-true; c-false. C. i. a) a genetically altered
bacterium; ice-inhibiting bacterium, mutant bacteria, harmful
bacteria b) toxic substances; chemical fertilizers; seed-making
gene; genetic engineering. c) man-made microbes, nonpolluting
microbes ii. rules regulations opposed - withstood covered- coated
climbed- clambered rich fertile freezing frost experiment trial
iii. 1-c, 2-a, 3-e, 4-f, 5-d ; 6-b iv. 1-f ; 2-a ; 3-e ; 4-c ; 5-b
; 6-d
