7-mavzu. Forests

7-mavzu.

Forests

Lesson title:	Forests
Length(time):	80minutes
Lesson number in this unit:	2 hours
Aims	Cognitive: Listen to the gist and detailed information; Enlarge the lexical stock of on the given topic; Affective: to motivate the students: -to take the responsibility for the group performance -to share own opinions and to listen to others Performance: skills to be practiced: speaking, reading, listening, writing
Objectives	To give students an opportunity to experience a reading lesson as learners; To give ss an opportunity to reflect on the communicative activity; To practice reading for detailed information, to practice speaking.
Lesson plan	Warm-up activities- 10-15min: Activity 1. For developing students’ speaking abilities and merging them into language environment by doing warm up activity. PRE-READING/LISTENING: 10-15min Focus ss’ attention to the pictures and facilitate question- answer activity. READING/LISTENING: 15-20min.Activity 2. POST-READING/SPEAKING:10-15min Activity 3. Ask ss to answer the questions in ex-1, to find antonyms of given words in ex-2. Ss fill the blanks in conversation after listening it in ex-3. SUMMARY/HOMEWORK: Assess the students’ participation in the lesson and summarize the subject of the lesson
Teaching methodology	Methods and technology: Explanation /Lecture Categorizing Matching Form:Communication Resources: Computer, board Power point slides Projector, board Guidebook: Scale up Handouts Teaching techniques: Facilitation Elicitation Presentation Informal assessment: The students’ retention will be assessed through their performance on working with a partner, finding out the right definition of the words, making up sentences using the given vocabulary. Assessment: 3 points
Stated Objectives:	By the time the class ends, the students will have learned of forests, its types and problems. They will practice to write a specialty-related email.

TEXT:FORESTS

A forest is a large area dominated by trees.Forests sometimes contain many tree species within a small area (as in tropical rain and temperate deciduous forests), or relatively few species over large areas (e.g., taiga and arid mountain coniferous forests). Forests are often home to many animal and plant species, and biomass per unit area is high compared to other vegetation communities.

Human society and forests influence each other in both positive and negative ways.Forests provide ecosystem services to humans and serve as tourist attractions. Forests can also affect people's health. Human activities, including harvesting forest resources, can negatively affect forest ecosystems.

  Forests can be classified in different ways and to different degrees of specificity. Some combine with leaf longevity of the dominant species (whether they are evergreen or deciduous), another are composed predominantly of broadleaf trees, coniferous (needle-leaved) trees, or mixed.

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  Boreal forests occupy the subarctic zone and are generally evergreen and coniferous.
  
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  Temperate zones support both broadleaf deciduous forests (e.g., temperate deciduous forest) and evergreen coniferous forests (e.g., temperate coniferous forests and temperate rainforests). Warm temperate zones support broadleaf evergreen forests, including laurel forests.
  
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  Tropical and subtropical forests include tropical and subtropical moist forests, tropical and subtropical dry forests, and tropical and subtropical coniferous forests.
  

Forests provide a diversity of ecosystem services including:

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  converting carbon dioxide into oxygen and biomass.
  
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  acting as a carbon sink.
  
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  aiding in regulating climate. For example a research from 2017, show that forests induce rainfall. If the forest is cut, it can lead to drought.^[25]
  
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  purifying water.
  
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  mitigating natural hazards such as floods.
  
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  serving as a genetic reserve.
  
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  serving as a source of lumber and as recreational areas.
  

Anthropogenic factors that can affect forests include logging, urban sprawl, human-caused forest fires, acid rain, invasive species, and the slash and burn practices of widen agriculture or shifting cultivation (deforestation).

Exercise 1. Answer the questions:

1. 
   What types of forests do you know?
   
2. 
   For what do the forests serve?
   
3. 
   What is deforestation and afforestation?
   
4. 
   How to avoid anthropogenic factors that may damage the forests?
   

EXERCISE II. So’zlarni antonim juftliklarga ajrating:

primary, unreasonable, secondary, to build, living, reason­able, composer, to increase, to disappear, outside, to narrow, possible, to break, proper, non-living, decomposer, to decrease, long, after, complex, impossible, improper, to die, to move, to appear, short, before, simple, with, to live, to stop, inside, to expand, without

Exercise 3. Listen to a conversation between an agricultural advisor and a farmer applicant. Then complete theconversation (ex-7, p-19, unit-8, agriculture 2^nd book):

Advisor: Mr. Fussel, what's the problem with your corn?

Farmer: Well, (1) _____ _____ _____ _____ even though I gave them plenty of water and fertilizer.

Advisor: (2) ____ _____ _____ ______ firstnoticed the problem.

Farmer: That would have been (3) _____ ______ ______ .First, I noticed the tops of some of the plants were browning

Advisor: What happened next? (4) ______ ______ ______?

Farmer: Not that. Next, they (5) ______ ______ ______ slightly. That’s when I (6) _____ ______ ______ water.
Homework:Use the conversation from exercise 3 to write an email to an agricultural advisor. Include:your problem, plant (crops, trees) symptoms, and changes you've seen.

To: [e-mail]

From: [e-mail]

To_______________________

__________________________

__________________________

__________________________

Sincerely,