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Task 4:
Cut out the cards, read them carefully and match the features with the seasons in each field.
The teacher explains the procedure and demonstrates an example (autumn: fruit and vegetable picking etc.) Collective correction with the teacher or peer-correction. Oral evaluation (pupil‘s verbal assessment), for example according to criteria: correct matching of features, explanation.
Problem-based learning or a didactic game/work in pairs or in small groups with a follow-up collective correction and a plenary discussion.
Features of the seasons of the year:
SPRING | SUMMER |
• days are getting longer |
• holidays started • bathing outdoors • strawberries are ripening • children’s summer camps • the Sun is scorching hot • harvest start • we dress lightly • frequent thunderstorms |
AUTUMN | WINTER |
• the days are getting shorter • frequent fog • leaves are falling • fruit and vegetable picking • some birds are leaving • we fly kites • fish havest |
• frost, snow • the days are getting shorter • feeding of birds and animals • sledging and skating • warm clothing • we make a snowman • we decorate a Christmas tree |
If there is a lack of time, pupils can only write features of two chosen seasons (choice depends on a teacher or a pupil) and compare them to each other.
Pupils can think up and add another features for each season based on their gained knowledge or experience.
A pupil can work on his/her own or in pairs and can only fill in 1 or 2 chosen seasons (or draw features of a chosen season).