Biomes

1 ESO
OPTIONAL CREDIT
ENGLISH DEPARTMENT
IES ICARIA
INTRODUCTION
1.This is a definition of biomes. Read it and fill the gaps with

the following words:
A biome is a complex of .................................. characterized by a

distinctive type of .................................. and maintained under the
.................................. conditions of a ................................... , for
example a ................................... .
MISSING WORDS: desert – communities - vegetation – region -

climatic
2. A desert is a biome. Scientists differ about the number of

biomes on the planet, but in general they agree on 5 or 6
major biomes. Can you give more examples of biomes?
• .........desert.............
• ..................................
• ..................................
• ..................................
• ..................................
• ..................................
3. Now relate each biome with different climatic conditions.

BIOME TEMPERATURE RAINFALL other
2
4.For each biome give an example of some animals and plants
that you think live there.
BIOME ANIMAL PLANT
5. THINK & DEDUCE!
Why can each animal live in each of the biomes? What conditions
make it possible for them to live there instead of somewhere else?
3
DESERTS
DESERTS
4
We often think of deserts as.. well, as a desert place. But in
fact, this difficult biome has an incredibly rich biodiversity of
fauna and flora. Come in to discover it!
1. Load this URL: www.harcourtschool.com
Click on the red box: “The learning site”

Open the Link: Reading.
Then click on: Preview Harcourt Trophies.
Click on: Building Backgrounds.
2. Read about Deserts Ecosystems and answer the

next questions:
1.-What are deserts? (Click on Ecosystems if you want to know the

meaning)
2.-What is an ecosystem?
3.-How much rain do they get a year?
4.-Describe the two kinds of deserts
5.-What temperatures can they reach?
5
6.-What kind of temperature do cold deserts have?
7.-What sort of desert is The Sonoran Desert?
8.-Where is it located?
3.Read about plants.
9.-What kinds of plants are there in The Arizona upland?
4.Read about animals: ( click on the blue words to see a

picture of each animal)
10.-What animals live in the Sonoran Desert?
11.-How many seasons are there in this region?
12.-How much rain is there during the rainy season?
5. Continue reading about The Sonoran Desert and write

down four or five
things you think are the most interesting.
1) .....................................................................................
..................................................
6
2) .....................................................................................
..................................................
3) .....................................................................................
..................................................
4) .....................................................................................
..................................................
5) .....................................................................................
..................................................
6. SYNTHESIS: FILL IN THE GRID WITH A SUMMARY

OF THE FEATURES OF THE SONORAN DESERT
SONORAN DESERT
LOCATION CLIMATE FLORA FAUNA

mammals reptiles amphibia birds
7. IN GROUPS, CHOOSE A DESERT AND PREPARE A POSTER OR

POWER POINT PRESENTATION. INCLUDE THE FOLLOWING
INFORMATION:
-LOCATION (where the desert is)
-FEATURES (characteristics)
-FAUNA (animals that live in that desert)
7
-FLORA (plants, flowers and trees of that desert)
PREPARE AND DELIVER AN ORAL PRESENTATION

FOR YOUR CLASSMATES
TASK CONCLUSION: Send the power point presentation as an

email attachment to your teacher.
DESERTS LISTENING ACTIVITY

Listen to your classmates do the presentation of a desert and fill in
the listening sheet:
1.Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
2.Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
8
3.Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
4.Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
5.Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
6.Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
7.Group members:………………………………………………………
9
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
8. Group members:………………………………………………………
Desert: ………………………………………………………
2 animals: ………………………………………………………
2 plants: ………………………………………………………
2 features: ………………………………………………………
10
TROPICAL
RAINFORESTS
11
ArTICLE. Rainforests. Pre-task (a). Previous knowledge.
Name: Date:
Teacher:
HOWMUCHDOI KNOWABOUT RAINFORESTS?
Rateyourself. Usethescalebelow.
1. I don’t knowmuch about this topic.
2. I understand this topic, but I can’t talk about it.
3. I can talk about this topic in my own language.
4. I can talk about this topic in English.
TOPIC
1. Rainforests 1 2 3 4
2. The Amazonia 1 2 3 4
3. Biodiversity 1 2 3 4
4. Endangered flora in the Amazonia 1 2 3 4
5. Endangered fauna in the Amazonia 1 2 3 4
6. Deforestation in the Amazonia 1 2 3 4
7. The causes of climatic changes 1 2 3 4
8. The way of life of indigenous peoples in the Amazonia 1 2 3 4
9. The Yanomami 1 2 3 4
10. Sustainable development in the Amazonia 1 2 3 4
ArtICLE
12
PREVIOUS KNOWLEDGE : WHAT DO YOU ALREADY KNOW ABOUT
RAINFORESTS?
NAME: DATE:
TEACHER:
WRITE ABOUT RAINFORESTS
1. Write some interestingfacts about Rainforests
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
2. Write about plants and animals in Rainforests
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
3. Write about peoplein Rainforests
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
ArtICLE
13
ArTICLE. Rainforest. Pre-task (b). Language awareness raising task.
RAINFOREST DETECTIVES
1. Look at the words in the box below. They are all in different
colours according to a code. Canyoubreakthecode? Time: 3’.
YELLOWmeans …………………..
GREEN means ……………………
RED means ………………………..
2. In the next lesson we are going to learn some interesting things about
the Amazonia. Guess which 5 words fromthe previous activity we are
going to find in the first reading. Time: 5’.
become extinct biodiversity climate
cut down dense die Earth
environment forest fragile gather
grow harmony hunt Indigenous
overexploit oxygen resources
species threat warm wet
ArtICLE
14
ArtICLE Rainforests Pre test/Post test
PREVIOUS KNOWLEDGE
SELF-ASSESSMENT MULTIPLE CHOICE
RAINFORESTS
Flora and Fauna
Rainforests are very dense, warm, .................................. 1 forests

which are located around the world’s Equator. Thousands of
.................................. 2 of plants and animals live in those
.................................. 3.
Rainforests are home to more than 10,000 types of trees and, at
.................................. 4 half a million types of animals. The variety of
animals and plants .................................. 5 in rainforests is essential
for life in our planet. Biodiversity creates a system that provides all
living things with food, water and .................................. 6. The plants
in rainforests .................................. 7 much of the Earth’s oxygen and
.................................. 8 the climate in the whole planet. Rainforests
are very rich in natural .................................. 9, but they are also very
.................................. 10 .
1. a)tall b)wet c)water d)cold

2. a)species b)groups c)spicy d)class
3. a)relationship b)years c)environments d)plants
s
4. a)lost b)last c)loose d)least
5. a)uniformity b)vitality c)multiplicity d)biodiversity
6. a)shelter b)home c)rain d)ecosystem
7. a)generate b)grow c)blow d)propagate
8. a)attract b)shine c)influence d)provide
9. a)branches b)expenses c)bushes d)resources
10. a)arid b)fragile c)rich d)prosperous
15
Rainforests and people
In the Amazon, .................................. 11 peoples have lived in
harmony with nature for hundreds of years. They
.................................. 12 plants, hunt, and grow vegetables but don’t
overexploit the forest.
Western societies use the Amazon’s natural riches in a complete
different .................................. 13. We eat several foods from the
rainforest and many medicines are made from plants
..................................14 only in this areas. We also use tropical
..................................15 to make expensive furniture. Every year,
thousands of trees are .................................. 16 causing deforestation
and the destruction of the habitat of many animals and plants. In the
Amazon due to .................................. 17 of natural resources, every
year many species of plants and animals become
.................................. 18.
Yanomami women say: “If the white man killes the forests, the
..................................19 planet will die with them”. A Brazilian
professor says:”we need sustainable .................................. 20 for the
Amazon”.
11 a)foreign b)indigenous c)African d)essential
.
12 a)bring b)represent c)meet d)gather
.
13 a)system b)way c)biome d)position
.
14 a)about b)found c)round d)pound
.
15 a)woody b)wood c)wooden d)wooded
.
16 a)found b)hunted c)cut down d)planted
.
17 a)overbooki b)overabunda c)overexploitati d)overcompensat
. ng nce on ion
18 a)extinct b)extinguish c)finish d)destruct
16
.
19 a)survival b)all c)huge d)whole
.
20 a)developm b)envelope c)devaluation d)devastation
. ent
FAQ: Frequently Asked Questions about rainforests:

• Why are .................................. 21 rainforests so important to
our earth?
• How does the extinction of vegetal and animal species in the
Amazonia ..................................22 people?
• What is the relationship between ..................................23 trees
in the Amazonia and climatic changes?
• How does..................................24 in the Amazonia affect us?
• How does the extinction of ..................................25 groups of
people affect us?
21 a)tropical b)prosperous c)medium- d)covered

. size
22 a)disappear b)burn c)protect d)affect
.
23 a)burning b)collecting c)gathering d)exploring
.
24 a)dehydrati b)deforestati c)deformati d)degenerati
. on on on on
25 a)only b)survival c)dense d)unique
.
ArtICLE
BIODIVERSITY
Work in pairs. Student A must read text A, remember as much
as possible and tell student B.
17
Then student B must read text B and tell as much as he/she
remembers to his/her partner.
STUDENT A
BIODIVERSITY
Rainforests are very dense, warm, wet forests.
Thousands of species of plants and

animals live in those environments.
The variety of animals and plants (biodiversity)

in rainforests is essential for life in our planet.
For example, the plants in rainforests generate
much of the Earth’s oxygen and influence the
climate in the whole planet.
Rainforests are very rich in natural resources, but they are also very
fragile.
Glossary: Resources: recursos
Environment: entorn Rich: ric
Fragile: fràgil Warm: càlid
Influence: influir en Wet: humit
Rainforest: selva tropical Whole: tot
18
STUDENT B
UNDER THREAT !!!
In the Amazon, Indigenous
peoples have lived in harmony
with nature for hundreds of
years. They gather and grow
plants, and hunt but don’t
overexploit those resources.
Unfortunately, rainforests are now under

threat. Every year, thousands of trees are cut
down to make expensive furniture for the rich
world and many species of plants and animals
become extinct.
If the white man kills

the forests, the whole
planet will die with
them.
Yanomami women
say:
Glossary:
Become extinct: extingir-se Overexploit: sobrexplotar
Cut down: talar Resources: recursos
Gather: recollir Under threat: amenaçat
Hunt: caçar Whole: tot
19
ArtICLE
RAINFORESTS FACT FILE
One of the most fascinating biomes is the tropical rainforest.

Here you are going to explore it step by step.
WARMING-UP TASK:
1- Load this URL :

http://www.christiananswers.net/kids/sounds.html
And listen to the sounds of the rainforest!
Which sound do you like best?
Which sound do you like the least?
2- Load this URL : www.enchantedlearning.com
Open the link “Rainforests” and answer these questions:
a)What is a rainforest?
b) Where are the rainforests?
20
c) Draw a diagram of the rainforest strata. Explain what each
stratum is like and what animals live there.
d) Choose an animal that is unique to the rainforest and

describe it. If possible, draw it with all its parts.
e) How do animals protect themselves from predators?
f) What is the soil of the rainforest like?
g) Why are rainforests important for the environment?
h) Which foods are found in the rainforest?
21
RAINFOREST EXPLORERS
Read this letter from the United Nations Secretary

for the Sustainable Development of Tropical
Rainforests:
22
UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT
MISSION:Save the Amazon Rainforest!
Dear Students:
Your class has been appointed by the UN to help research

the problems that threaten the Amazon rainforest and to
find solutions.
You will work in groups of 4 students. Each group will

research a different aspect of the issue: the flora, the
fauna, deforestation and indigenous people of the Amazon
rainforest. You will follow the steps to make your job
easier.
STEP 1: COLLECTING INFORMATION
STEP 2: PROCESSING THE INFORMATION
STEP 3: PRESENTING YOUR FINDINGS AND SUGGESTING SOLUTIONS
Your help is essential to give the United Nations

Commission for Sustainable Development new ideas to stop
the destruction of this habitat.
We look forward to your valuable contribution.
Sincerely
Laura Simon
Coordinator for the Sustainable Development Project
PROCESS
• You’ll work in pairs or groups of 3 students

• Each group will choose one aspect of Rainforest
exploration: flora, fauna, deforestation & climatic
changes or indigenous people.
23
• You’ll have to follow step 1, 2 and 3 to complete the task
TOPIC 1 :ENDANGERED FLORA
STEP 1: Finding the answers
24
GROUP 1: ENDANGERED FLORA RESEARCHERS
The Amazon rainforest is an ecosystem where thousands of

species of plants grow. Some of them are unique to this area.
Animals and humans, including us, depend on it for clean air,
food, medicine and shelter.
Find out:
1. Why is the flora of the Amazon important for us?
2. Which plants of this area are used for food, drink or

medicine? Can you name 4 products from the rainforest that
you have in your home or can buy in a shop near you?
3. What is happening to the trees and plants of the Amazon?

Why?
4. Do you think there is sustainable development in the

Amazon now? Give three examples that affect the flora.
5. List three EFFECTS that the extinction of vegetal species

in the Amazon has on YOU and YOUR WORLD
WEBSITES
(Some sites have been pre-selected for this project. There

are many more sites but you could spend hours looking and not
find much of value. While you are doing this project in
class, you must stay on these web pages. On your own time you
can look for other sites)
Rainforest
flora &
sustainable
development
http://iesica
ria.xtec.net/
rainforest
Rainforest
glossary
http://iesica
ria.xtec.net/
25

MISSION: SAVE THE AMAZON RAINFOREST!
STEP 2: PROCESSING THE INFORMATION AND DRAFTING THE

PRESENTATION
Now you have a lot of information about the Amazon

rainforest. Please follow the instructions to process it.
GROUP 1: ENDANGERED FLORA RESEARCHERS
a) Write a list of 4 problems that the rainforest flora

is facing. Discuss the causes of these problems and the
consequences (why these problems are happening and what
these problems cause).
b) Write 5 recommendations to help preserve the flora of

the Amazon Rainforest.
c) In a poster, draw pictures, graphs, maps or glue

pictures that show the problems and the 5
recommendations.
STEP 3 : ORAL PRESENTATION OF YOUR FINDINGS
26
AMAZON FLORA RESEARCHERS
STEP 3: PRESENTING YOUR RESEARCH
Now you know a lot about the Amazon Rainforest FLORA.

Follow these steps to present your findings and your 5
recommendations to convince your audience of the need to
preserve the Amazon Rainforest.
STEP 1
 In a poster or power point, write the title.
 Draw pictures or paste images from the Internet, that show:
o the characteristics of the Amazon Rainforest
o a plant or tree that is unique and is used for
medicine
o what is happening to the rainforest and the causes
o 5 recommendations to help preserve the Rainforest and
promote sustainable development. (local and global
actions )
STEP 2
o Rehearse what you are going to say in your
presentation to make it convincing
o Prepare introductory sentences: your names, what you
are going to talk about…
o Prepare your 5 recommendations, explaining the causes
and /or consequences (eg: Don’t cut the trees because
…/ We shouldn’t pollute because….. / Logging
companies are destroying the trees because….
o Prepare a sentence to conclude and thank your
audience (eg:Thank you for your attention)
STEP 3
Present your research, using the pictures on your poster or
power point to make your audience understand your point.
HELP CORNER. These websites will help you prepare your

presentation: www.xtec.net/~mbatlle/presentation
http://iesicaria.xtec.net/rainforest/presentation.htm
27
TOPIC 2: ENDANGERED FAUNA
STEP 1: FINDING THE ANSWERS
28
GROUP 2: ENDANGERED FAUNA RESEARCHERS
The biodiversity of the Amazon rainforest is unique. This

warm, dense forest houses insects, birds, amphibians,
reptiles and mammals. Many of them are not found anywhere
else in the world.
Find out:
1. Which animals are unique to the Amazon rainforest?
2. Choose an animal of the Amazon and describe its

characteristics, diet, habitat and conservation status.
3. Which human activities are putting so many animal

species of the Amazon in danger of extinction?

Amazon now? Give three examples that affect the fauna.
5. List three effects that the extinction of animal species

in the Amazon has on YOU and YOUR WORLD.
WEBSITES

are many more sites but you could spend hours looking and
not find much of value. While you are doing this project
in class, you must stay on these web pages. On your own
time you can look for other sites)
Rainforest
fauna
http://iesic
aria.xtec.ne
t/rainforest
Rainforest
FAQ
http://rainb
ird.com/rain
forest/faq.h
tm
29
UNITED NATIONS DIVISION FOR SUSTAINABLE

DEVELOPMENT

PRESENTATION

GROUP 2: ENDANGERED ANIMALS RESEARCHERS
a) Write a list of 4 problems that the rainforest fauna

is facing. Discuss the causes of these problems and the
consequences (why the fauna has problems and what these
problems cause).
b) Write 5 recommendations to help preserve the fauna of

the Amazon Rainforest.

pictures that show the problems of the Amazon fauna and
the 5 recommendations.
STEP 3: ORAL PRESENTATION OF YOUR FINDINGS
30
AMAZON FAUNA RESEARCHERS
STEP 3: PRESENTING YOUR RESEARCH
Now you know a lot about the Amazon Rainforest FAUNA.

Follow these steps to present your findings and your 5
recommendations to convince your audience of the need to
preserve the fauna of the Amazon Rainforest.
STEP 1
o an animal that is unique the Amazon Rainforest
o its habitat, diet and conservation status
o what is happening to the rainforest fauna
o 5 recommendations to help preserve the fauna of the
Amazon rainforest and promote sustainable
development. (local and global actions)
STEP 2
and /or consequences (eg: We shouldn’t pollute
because….. / Animals are disappearing because …. )
audience (eg: Thank you for your attention)
STEP 3
Present your research, using the pictures on your poster to make
your audience understand your point.

31
TOPIC 3: DEFORESTATION & CLIMATIC CHANGES
32
GROUP 3: DEFORESTATION AND CLIMATIC CHANGES RESEARCHERS
The world's climate is changing dangerously. The temperature of the

planet is rising and this is related to deforestation. Every year huge
areas of rainforest are burned or cut down. This is causing a lot of
problems not only to this rich ecosystem and its biodiversity but to all
the inhabitants of planet Earth.
Find out:
1. Why are tropical rainforests important to our planet?
2. Which human activities are causing the destruction of the Amazon

rainforest?
3. What is the relationship between the destruction of the rainforest and

climatic changes?
4. Do you think there is sustainable development in the Amazon forests

now? Give three examples of development that affect the rainforest
5. List three effects that the disappearance of the Amazon rainforest has
on YOU and YOUR WORLD.
WEBSITES
(Some sites have been pre-selected for this project. There are many more
sites but you could spend hours looking and not find much of value. While
you are doing this project in class, you must stay on these web pages. On
your own time you can look for other sites)
Deforestation
& climatic
change
http://iesica
ria.xtec.net/
rainforest
Deforestation
http://www.bo
tany.uwc.ac.z
a/Envfacts/fa
cts/deforesta
tion.htm
33

DEVELOPMENT

PRESENTATION

GROUP 3: DEFORESTATION AND CLIMATIC CHANGES RESEARCHERS
a) Write a list of 4 problems that the rainforest is

facing concerning deforestation and climatic changes.
Discuss the causes of deforestation and climatic changes
and the consequences.
b) Write 5 recommendations to stop climatic changes and

deforestation.

pictures that show the causes and consequences of
deforestation and the 5 recommendations.
34
AMAZON DEFORESTATION & CLIMATIC

CHANGES RESEARCHERS
STEP3: PRESENTING YOUR RESEARCH
Now you know a lot about CLIMATIC CHANGES AND THE DEFORESTATION
of the Amazon Rainforest.Follow these steps to present your
findings and your 5 recommendations to convince your audience of
the need to stop the climatic changes of the planet and the
deforestation of the Amazon Rainforest.
STEP 1
 Draw pictures, diagrams or mind maps; or paste images from
the Internet, that show:
o What produces climatic changes
o The relationship between climatic changes and
deforestation
o The different causes of the deforestation of the
Amazon Rainforest
o 5 recommendations to help stop climatic changes and
deforestation and promote sustainable development.
(local and global actions )
STEP 2
o Prepare your 5 recommendations, explaining why they
are important (eg: We shouldn’t pollute because….. /
The climate is changing because …. )
audience (eg: Thank you for your attention)
STEP 3

35
TOPIC 4 : INDIGENOUS PEOPLE
36
GROUP 4: INDIGENOUS PEOPLE RESEARCHERS
People have lived in the Amazon rainforest for centuries.

Indigenous people depend on the rainforest for shelter,
food and medicine. The survival of indigenous people and
their cultures depends on the survival of their habitat,
but this amazing biome is endangered.
Find out about the Yanomami and other indigenous people and
be ready to answer the following questions:
1. In what ways do the Yanomami depend on the rainforest?
2. Which human activities are affecting the Yanomami way of

life?
3. How is the habitat of the Yanomami changing? Who is

causing these changes?

Amazon now? Give three examples that affect the indigenous
people of the area.
5. When an indigenous group disappears, what else is lost?

How does this affect YOU and YOUR WORLD?
WEBSITES

are many more sites but you could spend hours looking and
not find much of value. While you are doing this project
in class, you must stay on these web pages. On your own
time you can look for other sites)
Rainforest
people
http://iesic
aria.xtec.ne
t/rainforest
Indigenous
people
www.amazonte
am.org/kids/
kids2.html
37

DEVELOPMENT

PRESENTATION

GROUP 4: INDIGENOUS PEOPLE RESEARCHERS
a) Write a list of 4 problems that the indigenous

people of the rainforest are facing. Discuss the causes
of the problems of the Indigenous People and the
consequences.
b) Write 5 recommendations to help stop the destruction

of the way of life of the Indigenous people of the Amazon
Rainforest and to help preserve their traditional way of
life.

pictures that show the problems of the Indigenous People
and your 5 recommendations to solve the problem.
38
AMAZON INDIGENOUS PEOPLE RESEARCHERS
STEP3: PRESENTING YOUR RESEARCH
Now you know a lot about the INDIGENOUS PEOPLE of the Amazon
Rainforest.Follow these steps to present your findings and your
5 recommendations to convince your audience of the need to
respect the way of life of the indigenous people of the Amazon
Rainforest.
STEP 1
o What the Yanomami look like
o Where they live, how they live, what they eat and
what they use for medicine
o what is happening to the Yanomami
o 5 recommendations to help preserve the way of life of
the Yanomami and promote sustainable development.
(local and global actions )
STEP 2
and /or consequences (eg: We should respect the
Yanomami land because….. / The Yanomami are
disappearing because …. )
audience (eg:Thank you for your attention)
STEP 3

39
LISTENING EXERCISE
Name: Surname:
Date:
SAVE THE AMAZON RAINFOREST!

STEP 3: PRESENTING THE GROUPS’ CONCLUSIONS
Listen to your classmates do the presentation of their

research and fill in the listening sheet:
Group members: …………………………………………………………………………

…….
Topic: …………………………………………………………………………………………
….
2 Features: …………………………………………………………………………………
…...
2 Problems: …………………………………………………………………………………
….
……………………………………………………………………………………………………
2 Recommendations: ……………………………………………………………………
……..
……………………………………………………………………………………………………
Group members: …………………………………………………………………………

…….
Topic: …………………………………………………………………………………………
…
2 Features: …………………………………………………………………………………
…..
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2 Problems: …………………………………………………………………………………
…..
……………………………………………………………………………………………………
……..
……………………………………………………………………………………………………
Group members: …………………………………………………………………………

…….
Topic: …………………………………………………………………………………………
….
2 Features: …………………………………………………………………………………
…...
2 Problems: …………………………………………………………………………………
…..
…………………………………………………………………………………………………
….
……...
…………………………………………………………………………………………………
….
Group members:…………………………………………………………………………
……..
Topic: …………………………………………………………………………………………
…
2 Features: …………………………………………………………………………………
…..
2 Problems: …………………………………………………………………………………
…..
…………………………………………………………………………………………………
….
41
……
…………………………………………………………………………………………………
….
Group members:…………………………………………………………………………
……..
Topic: …………………………………………………………………………………………
…
2 Features: …………………………………………………………………………………
…..
2 Problems: …………………………………………………………………………………
…..
…………………………………………………………………………………………………
….
……
…………………………………………………………………………………………………
….
Group members: …………………………………………………………………………

…….
Topic: …………………………………………………………………………………………
…
2 Features: …………………………………………………………………………………
…..
2 Problems: …………………………………………………………………………………
…..
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….
42
Group members: …………………………………………………………………………
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Topic: …………………………………………………………………………………………
….
2 Features: …………………………………………………………………………………
…
2 Problems: …………………………………………………………………………………
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Group members: …………………………………………………………………………

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Topic: …………………………………………………………………………………………
…
2 Features: …………………………………………………………………………………
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2 Problems: …………………………………………………………………………………
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Group members: …………………………………………………………………………

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Topic: …………………………………………………………………………………………
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2 Features: …………………………………………………………………………………
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2 Problems: …………………………………………………………………………………
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RAINFOREST COGNITIVE JOURNAL: HOW DO

YOU LEARN?
Name Surname
Group
School
Teacher
RAINFOREST JOURNAL
44
WHAT I LEARNED
HOW I LEARNED IT
Grade the options from 5 (max) to
0 (min)
1-About the rainforest fauna
___________________________
2-About the rainforest flora
___________________________
3-About the indigenous people
___________________________
4-About climatic change
___________________________
5-About sustainable development
a)reading it in the internet

b)listening to the teacher
c)listening to the students
d)talking to the teacher
e)talking to my group
f)thinking it by myself
_______________________________________
______
a)reading it in the internet
b)listening to the teacher
c)listening to the students
d)talking to the teacher
e)talking to my group
f)thinking it by myself
45
RAINFOREST POST SELF-ASSESSMENT MULTIPLE
CHOICE TEST
Do this multiple choice test on rainforests and compare your

results with the same test you did before you started to study
the rainforests. What was your score then? And now? Fill in
the boxes.
PREVIOUS POST
SELF- SELF-
ASSESSMENT ASSESSMENT
MULTIPLE MULTIPLE
CHOICE CHOICE
YOUR SCORE
(number of correct
answers)
ArtICLE Rainforests Pre test/Post test
POST KNOWLEDGE
SELF-ASSESSMENT MULTIPLE CHOICE
RAINFORESTS
Flora and Fauna
Rainforests are very dense, warm, .................................. 1 forests

which are located around the world’s Equator. Thousands of
.................................. 2 of plants and animals live in those
.................................. 3.
46
Rainforests are home to more than 10,000 types of trees and, at
.................................. 4 half a million types of animals. The variety of
animals and plants .................................. 5 in rainforests is essential
for life in our planet. Biodiversity creates a system that provides all
living things with food, water and .................................. 6. The plants
in rainforests .................................. 7 much of the Earth’s oxygen and
.................................. 8 the climate in the whole planet. Rainforests
are very rich in natural .................................. 9, but they are also very
.................................. 10 .
1. a)tall b)wet c)water d)cold

2. a)species b)groups c)spicy d)class
3. a)relationship b)years c)environments d)plants
s
4. a)lost b)last c)loose d)least
5. a)uniformity b)vitality c)multiplicity d)biodiversity
6. a)shelter b)home c)rain d)ecosystem
7. a)generate b)grow c)blow d)propagate
8. a)attract b)shine c)influence d)provide
9. a)branches b)expenses c)bushes d)resources
10. a)arid b)fragile c)rich d)prosperous
Rainforests and people

In the Amazon, .................................. 11 peoples have lived in
harmony with nature for hundreds of years. They
.................................. 12 plants, hunt, and grow vegetables but don’t
overexploit the forest.
Western societies use the Amazon’s natural riches in a complete
different .................................. 13. We eat several foods from the
rainforest and many medicines are made from plants
..................................14 only in this areas. We also use tropical
..................................15 to make expensive furniture. Every year,
thousands of trees are .................................. 16 causing deforestation
and the destruction of the habitat of many animals and plants. In the
Amazon due to .................................. 17 of natural resources, every
47
year many species of plants and animals become
.................................. 18.
Yanomami women say: “If the white man killes the forests, the
..................................19 planet will die with them”. A Brazilian
professor says:”we need sustainable .................................. 20 for the
Amazon”.
11 a)foreign b)indigenous c)African d)essential
.
12 a)bring b)represent c)meet d)gather
.
13 a)system b)way c)biome d)position
.
14 a)about b)found c)round d)pound
.
15 a)woody b)wood c)wooden d)wooded
.
16 a)found b)hunted c)cut down d)planted
.
17 a)overbooki b)overabunda c)overexploitati d)overcompensat
. ng nce on ion
18 a)extinct b)extinguish c)finish d)destruct
.
19 a)survival b)all c)huge d)whole
.
20 a)developm b)envelope c)devaluation d)devastation
. ent
FAQ: Frequently Asked Questions about rainforests:

• Why are .................................. 21 rainforests so important to
our earth?
• How does the extinction of vegetal and animal species in the
Amazonia ..................................22 people?
• What is the relationship between ..................................23 trees
in the Amazonia and climatic changes?
• How does..................................24 in the Amazonia affect us?
48
• How does the extinction of ..................................25 groups of
people affect us?
21 a)tropical b)prosperous c)medium- d)covered

. size
22 a)disappear b)burn c)protect d)affect
.
23 a)burning b)collecting c)gathering d)exploring
.
24 a)dehydrati b)deforestati c)deformati d)degenerati
. on on on on
25 a)only b)survival c)dense d)unique
.
EXTENSION ACTIVITIES
VIDEO: http://www.youtube.com/watch?v=COW943mgEMc
BRAZILIAN ARTISTS’ OPEN LETTER ON THE AMAZON DEFORESTATION
A-Listen to and watch the video. Which of these sentences are True?
49
a. 60 % of the rainforest area has been destroyed
b. The rainforest protects the land and people from the sun
c. Lumberjacks protect the rainforest
d. Chestnut trees have been burned down and substituted by soybean plantation
e. We all understand the susceptibility and instability of the Amazon ecosystem and how to
deal with it
f. Brazil doesn’t have abandoned land, so it needs the rainforest to increase its grain
production
g. The soil is not damaged by the destruction of trees
h. Trees are like monuments of our culture and civilization
B-Read the text
We just celebrated the smallest Amazon Rainforest deforestation rate of the past three years: 17 thousand
square kilometers.
This corresponds almost to the half size of the Netherlands.
We have already been able to destroy 16% of the total rainforest area, which corresponds to twice the
size of Germany and three areas corresponding to the state of Sao Paulo.
We do not have a reason to celebrate it at all.
Amazon is not planet's lung, but renders services to Brazil and to the world.
This green vastness extending over five million square kilometers is a thermal layer generated by nature
to prevent the sunrays from reaching the ground, and thus enabling the existence of the most luxurian
forest on earth, which helps to regulate the planet's temperature.
It has been tilted in its exuberance, raped by unscrupulous lumberjacks, who set its emerald coverage
on fire, giving way to foreigners that humiliate the forest by planting pasture or soybean over its
centenary chestnut-tree ashes. In spite of the extraordinary effort for conservation unit implementation as
an alternative for the sustainable development, the deforestation continues. Even after Chico Mendes'
blood having sealed the men/nature pact, as well as the rubber latex extractor and Indian, even after the
forest people alliance "for the right to maintain our forests untouched, as we need them for
survival", even after several sagas full of heroism, death and passion, the Amazon deforestation
continues.
As in the past, we consider the Rainforest as being an obstacle to progress, an area that has to be
subdued and conquered. An enormous land stock that might be turned into low production pastures,
soybean plantations and vegetable species to be used as alternative fuel or even inexhaustible wood, fish,
gold, mineral and energy sources. We are people with no responsibility at all. The deforestation and
burning are symbols of our incompetence to understand the susceptibility and instability of the
50
Amazon ecosystem and how to deal with it.
A country that possesses 165.000 square kilometers of abandoned or semi-abandoned deforested areas
might double its grain production without having to fell one single tree. Without the forest the soil will be
of no avail. It is urgent that we become responsible for managing our natural resources' leftover.
Thus, from our point of view, the only reasonable proceeding to diminish the almost irreversible
deforestation effects, is given under § 4 of Article 225, of our Federal Constitution:
"The Brazilian Amazon Rainforest (...) is a national inheritance, and its use will be performed within law
requirements, which assure the environment preservation, even with regard to the use of its natural
resources".
Having its enforcement to be implemented on municipal, state and federal levels, thus assuring THE
IMMEDIATE INTERRUPTION OF THE BRAZILIAN AMAZON RAINFOREST DEFORESTATION. NOW!
Time has come to visualize our trees as monuments of our culture and history.
WE ARE FOREST PEOPLE!
AMAZONIA FOREVER
B- Answer these questions

a. How much rainforest has been destroyed? Find out the size of Spain and
compare the destroyed area of the Amazon rainforest with the size of
Spain
b. The text says “This green vastness extending over five million square
kilometers”. Compare the area of the Amazon rainforest with the size of
Spain.
c. How does the Amazon rainforest regulate the planet’s temperature?
51
d. List some of the causes of the Amazon rainforest destruction.
e. Who was Chico Mendes? Find out information about him. Useful URLs
http://www.answers.com/topic/chico-mendes?cat=entertainment
www.biography.com
http://www.bookrags.com/biography/chico-mendes/
f. Summarize the Brazilian law that protects the rainforest
52
OCEANS, SEAS
&
CORAL REEFS
THE NATURAL WORLD (BIOMES) – OCEANS AND SEAS
Name: Date:
Teacher:
53
1. WHAT DO YOU KNOW ABOUT OCEANS AND SEAS?
Think about all what you know of the oceans and seas of the world. Circle the
number that reflects your situation in the grid below.
1. I don’t know much about this topic.

2. I understand this topic, but I can’t talk about it.
3. I can talk about this topic in my own language.
4. I can talk about this topic in English.
TOPICS AND YOUR KNOWLEDGE
OCEANS SEAS CORAL REEF

1. Defining the 1 2 3 4 1 2 3 4 1 2 3 4
topic
2. Describing fauna 1 2 3 4 1 2 3 4 1 2 3 4
3. Differences 1 2 3 4 1 2 3 4 1 2 3 4
between them
(ocean, sea and
coral reef)
4. Describing their 1 2 3 4 1 2 3 4 1 2 3 4
characteristics
5. Pollution 1 2 3 4
2. OCEANS, SEAS & CORAL REEFS FACT FILE

Answer these questions on your own.
If you need help, check this website
http://www.enchantedlearning.com/subjects/ocean/
1.- What is an ocean?
54
2.- What is a coral reef?
3.- How many oceans are there in the planet?
4.- What is the coral reef principally made of?
5.- How can you keep water clean? (Without pollution)
6.- Say 3 adjectives that refer to the ocean.

- -
-
7.- Say 3 adjectives that refer to the coral reef.
- -
-
8.- Name 2 names of animals that live in the ocean and coral reef.
- -
- -
Name: Date: Teacher:
3.PREVIOUS KNOWLEDGE MULTIPLE CHOCIE SELF-

ASSESSEMENT ACTIVITY:
Read the text and choose the best answer to fill in the gaps.
55
OCEANS
There’s a wonderful world under the …1… of the deep, blue …2… .
There are millions of animals living …3… there. Some are …4… and
some are small. Some are beautiful and some are amazing. There are
animals, like the lionfish that are beautiful but, like …5…, they can be
dangerous. They have …6… which are a warning. They can sting you
with their long …7… .
1. A. waves B. trees C. mountains D. surface
2. A. rainforest B. coral reef C. ocean D. desert
3. A. up B. down C. near to D. over
4. A. small B. ugly C. disturbing D. big
5. A. lions B. penguins C. dolphins D. sharks
6. A. circles B. stripes C. squares D. lines
7. A. teeth B. antennas C. sting D. spines
SEAS
Dolphins are some of the most intelligent animals in the …1… . They
live in family groups called pods. They can …2… very fast and jump
high out of the water. Sometimes dolphins like to race boats, and
swim and play with people. Some …3… have lights so they can take
photographs of the amazing things that live …4… down in the sea.
Whales are the …5… of the sea. They’re …6…, like dolphins. They
have …7… blood and they have to breathe air. The sea is a wonderful
place to explore, full of strange and exciting life. We must treasure it
and protect it.
1. A. coral reef B. sea C. water D. savannah
2. A. swim B. run C. move D. travel
3. A. boats B. cars C. submarines D. ships
4. A. deep B. high C. dense D. dark
5. A. smallest B. dwarfs C. biggest D. giants
6. A. reptiles B. mammals C. fishes D. amphibians
7. A. cold B. hot C. warm D. blue
56
CORAL REEF
In …1… oceans there are coral reefs. Coral reefs look like rocks, but
they’re really made of millions of tiny …2… . Coral needs a lot of …3…
to grow well. Coral reefs are home to thousands of fish and other sea
animals. They’re like …4… cities underwater. You can find sea
anemones in every coral reef. Sea anemones look like plants, but they
are really …5… . They catch small fish with their …6… . But there are
other animals, like the clownfish, which are the sea anemone’s
friends. The sea anemone …7… the fish, and the fish cleans the sea
anemone.
1 A. cold B. tropical C. warm D. icy

.
2. A. animals B. stones C. species D. ecosystems
3. A. oxygen B. time C. sunlight D. food
4. A. busy B. empty C. crowded D. big
5. A. vegetables B. animals C. rocks D. fishes
6. A. tentacles B. arms C. branches D. extremities
7. A. defends B. attacks C. protects D. expels
4.Read the following questions. Do you think they are true (T)
or false (F)?
57
1. Oceans are small places.
2. There are warm oceans and cold oceans.
3. Pacific Ocean is the biggest of all the oceans in the
world.
4. There are no mammals in the ocean.
5. There are no reptiles in the ocean.
6. There are hard coral reefs and soft coral reefs.
7. A coral reef is formed of red rocks.
8. Anemones are dangerous animals for all the fishes.
9. Coral needs a lot of sunlight to grow well.
Score
* Check your correct answers and write your score.
* Check your wrong answers and write your score.
* Write your final score (after subtracting your wrong answers from your
correct ones).
* Now compare your result with your partner’s result. Add up. Your score is:
.
Who got the best score in the class?
5.OCEANS-SEAS & REEFS -What do you know about them?
Vocabulary Activities
1) Answer the following questions in your own words.
- What do you know about oceans? Think of adjectives related

to the ocean.
- How would you describe an ocean?
- How many oceans are there in the world?
- Can you tell me their names?
58
Check the information in the URLs:
http://www.enchantedlearning.com/subjects/ocean/
http://www.enchantedlearning.com/geography/label/labeloceans.shtml
6) CORAL REEFS. Look at the picture below and label as many

coral reef animals as possible
59
7. Answer these questions about a coral reef.
http://www.enchantedlearning.com/biomes/coralreef/coralreef.shtml
- Where are the coral reefs?

- What kind of coral reefs are there?
- What kind of animals live in the coral reef?
- Why are many coral reefs dying out?
60
8.FINDING NEMO
After the fragment you have seen of the film Finding Nemo, you have
to connect each name, and animal, with its name.
Dory
Bruce
Nemo and Marlin
Sheldon
Gil
Tad
Bloat
Peach
PAIRWORK: In pairs, take turns to read the descriptions of the fish and guess what
species it is.
DORY Great white shark
(Carcharodon carcharias)
It is a fast swimmer and a ferocious predator
61
with 3,000 teeth. The great white shark has a
torpedo-shaped body, a pointed snout, a
crescent-shaped tail, 5 gill slits, no fin spines,
an anal fin, and 3 main fins: the dorsal fin (on
its back) and 2 pectoral fins (one on each
side). Great whites can be 3.7-4.9 m long.
Females are larger than males.
NEMO AND MARLIN Sea stars
Also known as Starfish are spiny, hard-
skinned animals that live on the rocky sea
floor. These invertebrates are NOT fish; they
are echinoderms. Sea stars move very slowly
using hundreds of tiny feet. Most sea stars
have five arms (or a multiple of five) that
radiate from a central disk. Sea stars do not
have a brain; they have a simple ring of nerve
cells that moves information around the body.
If a sea star's arm is cut off, it will regenerate.
GIL Pufferfish
Also commonly known as "blowfish."
Pufferfish live in tropical waters and are only
a few inches long. The name refers to the
fish's ability to "puff up" by gulping water and
inflating its body to around twice its normal
size when threatened. This helps discourage
attackers.
BRUCE Clownfish
(family Amphiprionidae)
Clownfish are often bright orange or black,
with white bands. This fish is also known as
an anemonefish because the clownfish is able
to live safely among the stinging tentacles of
sea anemones. The clownfish gives food to the
sea anemone, and the sea anemone protects
the clownfish from predators with its stinging
tentacles.
62
SHELDON Moorish Idol
Family: Zanclidae.
The Moorish idol lives in shallow waters and
can be found on reefs throughout the Indo-
Pacific. The Moorish idol has a slender body
and grows to about 10 inches, making it
typical of many reef fish. Its body has broad
bands of white, yellow, and black, and it has a
beak-like mouth.
PEACH Blue Tang
(Paracanthurus hepatus)
The blue tang is a surgeonfish that begins life
a pale yellow and turns blue as it gets older.
The mature fish is easily recognized by its
blue body and black markings. Blue tangs
feed on zooplankton and have poisonous fin
spines to protect themselves.
TAD Butterfly fish
(Chaetodonidae)
The butterfly fish is a small, flat fish. Like
many fish living around the coral reef, the
butterfly fish has several defence mechanisms,
such as a fake "eye" spot and sharp spines
along its back. They use their long, thin nose
to find food in difficult places. Butterfly fish
are often yellow, with white and black stripes
and patterns. When there are a lot of butterfly
fish around a reef, this means that the reef is
healthy.
BLOAT Sea Horse
Seahorses have long bodies encased in bony
rings. They live in coral reefs. They swim
upright with their tails down and their heads
up. Seahorses eat small crustaceans . The male
seahorse carries the eggs in a pouch, where
they are fertilized and incubated until they
hatch.
9. MARINE POLLUTION. How can we prevent it?
In pairs or groups of 3 people choose one of the oceans in the world and make a poster
or power point with the information:
• Location and Characteristics (and warm ocean, or cold ocean, dimensions
(big/small),
• Fauna from each ocean or coral ree
• Flora
63
• Environmental situation (is this ocean/sea/coral reef endangered?)
RESOURCES
http://www.enchantedlearning.com/geography/label/labeloceans.shtml
Artic Ocean: http://en.wikipedia.org/wiki/Artic_ocean

Antarctic or Southern Ocean: http://en.wikipedia.org/wiki/Southern_Ocean
Pacific Ocean: http://en.wikipedia.org/wiki/Pacific
Atlantic Ocean: http://en.wikipedia.org/wiki/Atlantic_Ocean
Indian Ocean: http://en.wikipedia.org/wiki/Indian_Ocean
Coral Reef: http://www.enchantedlearning.com/biomes/coralreef/coralreef.shtml
http://en.wikipedia.org/wiki/Coral_Reef
Great Coral Reef: http://en.wikipedia.org/wiki/Great_Barrier_Reef
HOMEWORK:
Why is Clean Water important? Read this short sentences about why is important to
protect and have clean water, underline any word you don’t know.
Living things need clean water to stay alive and healthy. Fish and plants that live
in water can die of the water is very dirty, or polluted.
People need clean water. People use water for cooking and drinking. They use
water for taking baths and for washing clothes.
Some people have jobs using boats on water. They use the boats for fishing.
They use the boats to take people and things from place to place.
Some of the food people eat comes from oceans, lakes, and rivers. What sea
food do you like to eat?
64
Polluted water can harm people. It has germs that make people and animals sick.
It might have harmful waste from a factory. Oil spilled from a ship might pollute the
water.
People can help keep rivers and lakes clean. Trash and garbage must not be
thrown into water. People can also try not to use more clean water than they need.
The ocean, which is home to so much life, has been used as a place to dump
garbage and poisonous chemicals for a long time. Do you know that what you do affects
our lakes, rivers and oceans? What can you do to protect our oceans?
• Save water. Don’t spend more water than you need (washing your teeth,
dishes, having a shower or a bath)
• Cut six-pack rings: the little plastic circles that hold together six packs of
canned drinks. These six-pack rings end in the ocean, and in the water they
are invisible so:
o Birds hunting (Pelicans or Sea gulls) can get
the rings caught around their necks or beak
when they dive into de water looking for fish.
o Young seals can get the rings caught around
their neck when they’re little.
o Fish swimming through six-pack rings get
caught
You can cut each circle from the six-pack rings with a pair of scissors.
Once you cut them, no animal can get caught on them.
• Stamp out Styrofoam: it is a kind of plastic where the restaurants of fast-

food restaurants put the hamburgers. This plastic cannot become part of the
Earth again. It is dangerous for sea and ocean animals because when it flotas
on the water it looks like their food, and they eat it. Example: sea turtles eat
Styrofoam, after they cannot dive again, because the plastic makes them
float. It can clog their system and then they die.
65
o Don’t use Styrofoam: ask the fast-food
restaurants for some paper cups or dishes.Try
not to use products with this material.
EXTENSION . Read the book “In the Ocean”

EXTRA EXERCISES: exercises “In the Ocean”  17, 19, 20, 22, 23, 24.
66
WORLD BIOMES: FINAL TASK
So far, we have covered three of the planet’s biomes: deserts, tropical
rainforests and a marine biome.
Choose one of the remaining biomes and in groups search for
information about it.
This information must include:
• Description of the biome
• Location
• Fauna
• Flora
• Environmental issues that affect it (is it endangered, why? )
• People who live there
Prepare a power point presentation or poster with the information and
present it to the class. Prepare a listening worksheet too.
67
ASSESSMENT TOOLS
Here are some of the tools with the criteria that the teacher and your peers will
use to assess and evaluate your work.
ASSESSMENT OF INTERNET AND GROUP SEARCH

TEACHER ASSESSMENTSHEET ON GROUP WORK, INTERNET SEARCH
AND PRESENTATIONS
Beginning (1-3) Developing Accomplished(7-8) Exemplary(9- Score
(4-6) 10)
Searching Needs help Understands Uses key words, Can figure out
info to navigate. how internet advanced search. internet
in the web Doesn’t works Uses Able to discriminate features (pop-
understand the key words to useful from useless ups, links and
medium. Can’t search information. images) to
identify types of information, search
pages(institutional, search information.
encyclopaedic, engines,
commercial) or the links.
target public: Discriminates
youth or adults. useful pages .
Reading Doesn’t identify Identifies Identifies topic Synthesizes

in the main topic. topic sentences. Draws
internet Doesn’t find sentences. Skim reads. inferences
Procedure relevant Skim reads. Activates prior Asks new
information Activates knowledge questions
Doesn’t use visuals prior Uses repair
to help knowledge comprehension
understanding Determines techniques ( first skim
important reads, then goes back to
ideas read more carefully if
Uses visuals text is relevant to her
search)
Reading -Recognizes main Recognizes - Determines meaning -Draws
in the idea or topic main idea or from context. conclusions
internet sentence topic -Recognizes textual and/or
Cognitive -Recognizes sentence. inconsistencies. deductions
skills description -Recognizes - Recognizes from explicit
-Recognizes description comparison-contrast information
classification -Recognizes relationships -Draws
classification -Recognizes cause- conclusions
- Recognizes effect and/or
comparison- -Draws conclusions inferences
contrast and/or deductions from from implicit
relationships explicit information information
-Recognizes - Makes
cause-effect analogy
between
information in
passage and
new situation
68
- Compares
ideas in two
texts
- Recognizes
fact-hypothesis
Reading -Answers factual “reads the Interprets unfamiliar Applies

comprehensio questions lines”(Gray, words comprehension
n 1960) -Produces interpretive to other
(level of comprehension(Herber, situations
understanding) 1978) -“Reads
-“Reads between the beyond the
lines” (Gray 1960) lines” (Gray
1960)
Attitude Dependant Willing to Motivated Highly
Unmotivated learn Quite autonomous Motivated
Cooperative Autonomous
Cooperative
Maria Rosa Batlle - Llicència per estudis
RAINFOREST ASSESSMENT
RAINFORESTS Evaluation Sheet
Excellent Average Poor

RAINFORESTS (Excel.lent-
(bé-suficient) (insuficient)
notable)
You did all the

The activities You didn't complete
activities, but there
were well done all the activities,
were some
and all of them and there were
Content were answered.
mistakes in your
several mistakes in
answers.
your answers.
Presentation You have You have not You have organized

organized the organized the the information in a
information in a information very messy way. You
good manner. clearly. You have haven't included any
You have included some pictures.
included some pictures, but they
69
pictures that are not very well
make your work situated or
more attractive. selected.
Your work shows

Your work shows
that you have
that you have
cooperated with Your work shows
cooperated very
each other, that you haven't
well with each
Group Work other and that
although it is cooperated and
obvious that some haven't supported
you all have
of you have each other.
supported each
worked less or
other.
worse than others.
You have an
You have very
average number of You have a lot of
few grammatical
grammatical and important
Grammar or spelling errors.
spelling errors. grammatical/
None of them are
Some of them are spelling errors.
very important.
important.
TEACHER EVALUATION OF ORAL PRESENTATION

Code
Reading from text: Yes / No / Sometimes
Tone: fast, slow, appropriate, clear, unclear, lively, dull
Attitude towards activity: serious, unserious, engaged, detached
Pair’s interaction: good, very good, regular, bad
Use of visual aids: yes / no / relevant to the topic / irrelevant to the topic
Audience awareness: Yes / No
Questions from the audience: Yes / No
70
Time taken
Reading from text
Tone
Anxiety
Attitude towards
activity
Pair’s interaction
Use of visual aids
Audience awareness
Questions from the

audience
ASSESSMENT GRID FOR VISUAL AIDS (POSTERS, POWER POINTS)
CRITERIA POINTS
1.PRESENTATION
Neatness /2
71
Attractiveness /2
Legibility /2
CRITERIA
2. COMPLETENESS AND PRECISION
Correct use of visuals (photos, /5

Diagrams, drawings etc)
Spelling /5
Title /2
TOTAL /18
COEVALUATION (AUDIENCE)
Evaluate the presentation from 3 (very interesting) to 1 (not so interesting).
1.The content is interesting
2.The presentation is well

organized
3.The message is clear
4.The speakers behave in a

natural way
5. The speakers look at the

audience
6.The speakers make a good

team
7. The time taken is right

72
8.The visual aids are
effective
9. What I liked best was………

…..
10.You could improve…………

…..
AUTHORS
Maria Rosa Batlle
Azucena Pé
73
Research group ArtICLE, Universitat Autònoma, (C.Escobar, A.Pé, MR
Batlle)
( Rainforests)
Elena Perez (CQP – UPF) (Coral Reefs)
CREDITS
I wish to thank the following people and institutions:
• Doctor Cristina Escobar Urmeneta, at UAB, and to projects 2006

ARIE 100011 and 2007 ARIE00011 "Disseny i experimentació
d'un model de formació del professorat per a aules de semi-
immersió en llengua estrangera" (Design and experimentation
of a model for training teachers of semi-immersion
classrooms in foreign languages) , both financed by AGAUR
(Generalitat de Catalunya)
• The Department of Education, Generalitat de Catalunya for
granting me a research grant during which I developed part of
the materials
• Giselle Dubois for the cover page
• Elena Pérez, CQP student, for some of the material in the
section “Oceans, Seas and Coral Reefs”
• IES Icària, my colleagues and students for allowing me to try out
these materials and for their valuable feedback
74
75
76

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1 ESO

1.This is a definition of biomes. Read it and fill the gaps with

A biome is a complex of .................................. characterized by a

MISSING WORDS: desert – communities - vegetation – region -

2. A desert is a biome. Scientists differ about the number of

3. Now relate each biome with different climatic conditions.

5. THINK & DEDUCE!

make it possible for them to live there instead of somewhere else?

1. Load this URL: www.harcourtschool.com

Click on the red box: “The learning site”

2. Read about Deserts Ecosystems and answer the

1.-What are deserts? (Click on Ecosystems if you want to know the

3.-How much rain do they get a year?

4.-Describe the two kinds of deserts

5.-What temperatures can they reach?

7.-What sort of desert is The Sonoran Desert?

3.Read about plants.

9.-What kinds of plants are there in The Arizona upland?

4.Read about animals: ( click on the blue words to see a

10.-What animals live in the Sonoran Desert?

11.-How many seasons are there in this region?

12.-How much rain is there during the rainy season?

5. Continue reading about The Sonoran Desert and write

things you think are the most interesting.

6. SYNTHESIS: FILL IN THE GRID WITH A SUMMARY

LOCATION CLIMATE FLORA FAUNA

7. IN GROUPS, CHOOSE A DESERT AND PREPARE A POSTER OR

PREPARE AND DELIVER AN ORAL PRESENTATION

TASK CONCLUSION: Send the power point presentation as an

DESERTS LISTENING ACTIVITY

HOWMUCHDOI KNOWABOUT RAINFORESTS?

WRITE ABOUT RAINFORESTS

1. Write some interestingfacts about Rainforests

2. Write about plants and animals in Rainforests

3. Write about peoplein Rainforests

become extinct biodiversity climate

cut down dense die Earth

environment forest fragile gather

grow harmony hunt Indigenous

overexploit oxygen resources

species threat warm wet

SELF-ASSESSMENT MULTIPLE CHOICE

Flora and Fauna

Rainforests are very dense, warm, .................................. 1 forests

1. a)tall b)wet c)water d)cold

FAQ: Frequently Asked Questions about rainforests:

21 a)tropical b)prosperous c)medium- d)covered

Rainforests are very dense, warm, wet forests.

Thousands of species of plants and

The variety of animals and plants (biodiversity)

Unfortunately, rainforests are now under

If the white man kills

RAINFORESTS FACT FILE

One of the most fascinating biomes is the tropical rainforest.

1- Load this URL :

And listen to the sounds of the rainforest!

Which sound do you like best?

Which sound do you like the least?

2- Load this URL : www.enchantedlearning.com

Open the link “Rainforests” and answer these questions:

b) Where are the rainforests?

d) Choose an animal that is unique to the rainforest and