Windturbines

This is a sequence designed for a class of 1ère STI2D. The final tasl is a multimedia presentation about energy production.

Here are the different documents we used:

  1. a Power point presentation to start with after giving the definition of « Sustainable development: Présentation-eolienne
  2. A video that students watch on a computer:  How Wind Turbines Generate Electricity with the comprehension sheet: fichier doc GAPFILLHOW_IT_WORKS
  3. Then after discussing the different advantages and disadvantages of wind energy, a recap exercise to do on the computers in pairs: fichier pdf Recap-how it works and the correction fichier pdf Recap_how it works_correction
  4. The evaluation on this sequence is based on the same document with only 6 pictures to comment + some vocabulary and grammar exercises.
  5. Then the students prepare their own presentation in pairs. They choose a new form of energy.


Nissan car brakes automatically

Here is a Listening comprehension I did with my BTS IRIS after studying a text and video about Google’s self driving car. I will post the video and text soon.

http://www.youtube.com/watch?v=2LyAMpfiwao

Here is the grid for the evaluation:

fichier pdf Correction CO_Nissan

 



Full body scanners

Here is a whole sequence about Full Body Scanners.

The documents:

  1. fichier pdf full body scanner
  2. TSA to remove full-body scanners


This sequence is part of a theme about new inventions and security. Here is what I do with my BTS IRIS students:

  • First , I give them the short article from THAINDIAN NEWS. They explain what happened and what problem this incident raised. Then I ask them to imagine what the « new measures » mentioned in the text will consist in.
  • I then hand out the text about the scanner with worksheet n°1. They do the global comprehension. Their homework is to do the vocabulary exercises and read the text again.
  • During the second hour, we correct the homework and continue with worsheet n°2. The aim is to practice comparison and different expressions of contrast.  We work for about 2 hours on the comprehension of the text, with a lot of recaps and rephrasing exercises.
  • Finally, after having done the branching out at home, I ask them what can passengers who undergo the scan may think about it. Then I show them the video from Youtube and we discuss about it.

As for the evaluation, it can be a listening comprehension on a video about a similar invention and/or an essay in which they give their opinion about the scanners versus the body search, for example. Personnally I did both.

 



Smart Home

A text from the Economist about a future invention with a comprehension grid to help students understand the text.

fichier pdf Smart home_student

And here is the teacher’s sheet:

fichier pdf smart home_correction



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