Guidance for the teacher

TUBERS, BERRIES AND BUGS

Guidance for the teacher

Vocational Area

Agritourism

CEFR Level

B2

Title of Material
Relevant
Descriptor(s)

Skill(s)

Related
Vocational
Competence(s)

Transferable skills
involved
Prerequisites

Guidance for the

teacher

TUBERS, BERRIES AND BUGS

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.
Reading; Speaking; Writing

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.
Critical thinking; problem solving; research skills.
Previous assumed knowledge on environmental protection issues due to their
specialty
Set a time limit for each activity;

Time needed
Expected
Outcome(s)

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.

100 min.

Ss will be able to:

understand more about environmental protection, sustainable development
and genetically-modified products.
TUBERS, BERRIES AND BUGS 1/2

Guidance for the teacher

Authors

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.

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

TUBERS, BERRIES AND BUGS 2/2