The teacher''s magazine - the seasons and the weather

The teacher''s magazine - the seasons and the weather

Vernal

Muirm

winter soistice

Approaching

exam situations

Online images for

your teaching material

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Lucrecia built a veggie garden with her students

and encouraged their families to join in They picked

lots of vegetables for their school dinner

At Vittra school to Sweden there are no walls delimiting the classroom; each student is free

to experiment in their own way

Find inspiring educational activities like these ones and share yours in j CJtLbEDIBA

Joiftihe community of those who are suissi.utuiliit about education at club.ediba.com am

J Poland zamowienia@edir www.ediba.com

You will also find some articles for food for thought with plenty of practical ideas to be applied to the activities presented in this issue or any other topic you have in mind

We really hope you find this edition useful and look forward to meeting you next month

The Teachers Magazine team

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Traversa Sergio Vicente(Genenal on rtlinaoon ass &tant:DarioSeija~~ Digital archive!Ced Ile Bentivegna, Sandra Casa nova/ lustration.-AlbertoAmadeo RGque Angel iccho, Femanc1D(errudD,EmrnamwI ChierchieGabrid

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ISSN: I OWS13) "n 1, Mau r Iclo P&e4 Pablo Yung blut / Photography: Fernando Acu Fo, M6nica Fal do ni, Andrea Gonzalez, Aidana Meineri, LisLffa MMZQR 5USana Natol I MarlIceting and adverti sing : Fav io Balajovsk~ Fe rn.~ndo Balajovsky,

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CLIL and students in this metaphor the floating device would something else: the content It is like those optical illusions in

N which you look at a picture and at the same time you are looking at a completely different image

Traditional Approach

The objective: English

CLIL The objective: English

means: other curriculum content

hat content can you use?

Citizenship, Stories, Design, Technology, )nomics, Geography, History, Math, asic, Physical Education, Philosophy, sligious Studies, Politics, Science, iterature, Information and ommunication Technology (ICT), etc

ow is communication achieved?

udents have to produce the subject Ater in visual, oral and written forms bjert matter is the content related to the ject chosen Cognitive and thinking

Is are involved, such as reasoning, sating, assessing and using critical :ing; therefore students are challenged to mething different Learners also have the

cc of understanding other cultures, being minded, enriching their own

wtedge and having a positive attitude

cards learning

hat language do students use?

udento need to know the basics of onguage structures and functions With CLIL they will be able to understand concepts and communicate ideas using

production resembles native speakers' performance

How do I write a CLIL lesson plan?

Examples of functions students may put into practice:

Giving examples, describing a process, expressing conditions,

talking about , defining, presenting an argument, giving

reasons, reporting events

Examples of cognitive skills students may put into practice:

Remembering, thinking, identifying, showing a relationship,

ordering, sequencing, ranking, defining, comparing,

contrasting, dividing, classifying, separating, predicting,

hypothesising, reasoning, evaluating, assessing

Examples of classroom activities students put into practice:

Relating, spelling, telling, identifying, labelling, locating,

matching, naming, ordering, organising, placing, explaining,

contrasting, distinguishing, investigating, researching, sharing,

grouping, categorising, highlighting, classifying, predicting,

guessing, suggesting, choosing, explaining, justifying, solving,

recommending, building, changing, creating, describing,

inventing, planning, producing, commenting, rating

Examples of learning skills students may put into practice:

Carrying out investigations, cooperating with others, handling

data, drafting sketches, editing articles, estimating, measuring,

guessing from context, note taking, locating information,

organising information, interpreting information, using senses,

planning, processing information, recording results, reviewing

work, scanning, skimming, solving problems, summarising,

transforming, information

Examples of subjects and tasks:

History, Geography, Politics, and Philosophy: read, recount,

summarise, report, explain

Science: hypothesise, observe, describe, record, web search

Math, Economy: explain, solve, describe, show, predict

Art, Music, Literature: read, write, describe, explain, change

tCTt enter, explain, represent, show, design

Examples of different tasks:

Bar chart, mind map, flow chart, grid, line graph, pie chart,

cause-effect diagram, quadrants, storyboard, T-chart, table,

time-line, tree diagram, Venn diagram

The students should be abk N,

5,er,b, tau e,and ,e',r,rrgvs,I

commookaties

Vaesholary

R udi ation bral, atmosphere 51jrfatc, yLtnh ouse, C'O: 0! bum fozi I furl de Airestal ion

~ I ITL p I ~ pr cwml, e.g -Soiar heaL passes th rough Lhe at mo sphmigassv-,~ cruai c a ha rr ier; t Ilk!

Feactislu cognillon

Where can I get CLIL material?

Try the following interesting sites:

How do I assess CLIL?

There are soft and hard approaches to CLIL Soft approaches state that language correctness as regards the structures should be taken into account; on the other hand, hard approaches assert that the only items that should be considered at the time of assessing are content, concepts and the cognitive skills It will depend on each teacher to establish their own personal criterion All in alt, it is advisable to find a balance between all the components of CLIL

Atarea Obeso

Bibliography;

Bentley, Kay (2010) The TRT course CLIL module Cambridge University

I

Rubric

The student is able to

difficulty of help

Understand new ideas

Answer open questions

Answer close questions

'Ask questions to other classmates

Report main ideas

Identify main ideas

CLIL

Model plan

Content:

Aims:

LEARNING RESULTS ASSESSMENT

Know: The students should be able to:

rhe seasons and the weather are great topics for

ally time of the year They open a wide range of

t possibilities for connecting varied topics, grammar

and vocabulary

Through posters I and 2 students will learn about the

changing seasons, develop an understanding of physical and

environmental changes, learn and speak about the weather

To teach the name of the seasons, show the students poster 1

and explain how the seasons go round and round and why

they are different in the northern and southern hemisphere

-

-

- w -

Drawings and seasons

Make sure you previously ask the students to bring pictures showing things that happen in a season: a snowman, a beach full of people, flowers, warm clothes, etc

In class, divide the students into small groups; give each group a big sheet of paper, and ask them to draw a big circle divided into four parts As it is shown in poster 1 they should represent each season with a different drawing Ask them to

label them: Spring, Summer, Autumn and Winter Then they

should paste the pictures they have brought on the circle

Sports and seasons

Point at a season and ask the students what sports are practiseu during that period They should make sentences like these:

We can ski in the winter, when there is snow/ it snows

We pick flowers in the spring

We can swim in the summer

Flowers, plants and seasons

Help the students create a season book, where they are going

to record the life cycle of a plant as the seasons go round They can also include photos, leaves and flowers to signal season changes

'

- In the artclass the students may create a palette of colours to

- -

Colours and seasons

represent each season Give them the opportunity to be creative and use their imagination

I1 The sun and seasons

Tell the students that in groups, they are going to find out what time the sun rises and sets in a season they choose Make sure that each group chooses a different season and go

on the Internet to do their search

_w'

Long days, short days and seasons

Discuss the length of days, short days, long nights and long

days, short nights You can take advantage of this subject to

practise sentences such as, In the summer I go to bed at 10

In the winterigo to bed around 9

ALRUMnal eaunox

An

A_

Animals and seasons Poems and seasons -s

Ask the students to think about different animals and how Ask the students to write

out with new vocabulary

Take advantage of the fact that many animals reproduce in the

,, dom

,

gig

Another subject you can come up with is migration that also -•.-

research on the Internet and look for photographs of

birds They could say where they come from, why and when

it -

are, etc They can also do some research on whales and

Y

Clothes and seasons

What do we wear in the summer? Bring a model of a girl and Note: For extra

a boy and the students can draw, colour and stick on them the practice see

appropriate clothes according to the season they are going photocopiable

through You can discuss what kind of clothes is the most activities on

suitable for each season Display the models on the watt or pages tO to 14

notice board in the classroom

The weather and seasons

the vocabulary You may want to

the sky: rain, snow, hail and where

make it rain for the students to see condensation It is a very

simple experiment and it can be carried out in the classroom

You will need: a wide-mouth container, hot water, ice cubes, a

small plate to hold the ice cubes First, pour a little hot water

into the glass container and wait for some minutes Next,

place the plate on the container Finally, put the ice cubes on

the plate and see what happens Ask the students to tell what

happens The explanation is very simple The moisture in the

warns air condenses because of the cold plate so that water

droplets are formed The same happens in the atmosphere

when warm moist air rises and meets cold temperatures

Water vapour condenses and causes rain to fall

A) Look at the pictures and fill in the blanks with an adjective

rain / cloud / .storm / sun /

5

fog / snow / ice / .wind/

B) Now write the adjectives of the following nouns and match the pictures with the words

1) heat: 2) cold: 3) warmth: .4) frost

C) Write five sentences using the adjectives from exercises A) and B)

2) 3)

I1

Key! A) 1) sunny; 2) ra!ny;3) cloudy; 4) stormy; 5) foggy, 6) snowy; 7) icy; 5) windy B) 1) a-hot:2)c-cold;3) b-warm;4) d-frozen,

THE SEASONS GO ROUND AND ROUND

A) Write the name of the seasons

B) Write the name of the months of the year corresponding to each season

C) Draw some pictures to illustrate

(L; \ Level: Elementary Age: Children/Adolescents

POEMS AND SEASONS

A) Read the poem and say what happens in each season

? B) Write your own poem about your favourite season

C) Illustrate and read it aloud

L The weather is a CTfliOtS thing

It's aiwags nice in the spring

1.00 Surrirrier brings strn and heat,

so many things to do and ice-creams to eat!

In attcmn, leaves £afl down

j And we play on the grottnd

Winter brings wind, cold and Snow

I To rnalce a snowman, we mist have a go!

43 Ana M Martino

4

,

HOW RAINBOWS WERE CREATED

Read this story and fill in the blanks with verbs, nouns, adverbs, adjectives, articles or prepositions

One day, the gods of the ancient world were looking at all the 1

things they had created They were pleased because everything on Earth was

balanced, colourful and harmony They saw the green gross

in the 3) and were happy They sow the blue of the oceans and

the 4t and they were glad They looked at the red, yellow,

orange in so many 5) and they were delighted

6) one ofthe gods, who was very 7 Said, "We

8) celebrate There is a problem."

Al/the other gods looked at him and asked, 'Why do you say that?"

And the god replied, "Look at the sky, it is not balanced There is

91 light blue when it is sunny, grey when it is cloudy, and block

atmght."

After some minutes, a goddess exclaimed, "You are right! We should create a

colourful bridge ioi the land and the ll) 'And

so rainbows were 12)

Key: Suggested answers: 1) magnificent; 2) in; 3) fields; 4) seas; 5) flowers; 61 suddenly; 7) clean,; B) shouldn't; 9) only; 10) between; 11) sky; 12) created

rm

rs game follows the famous Battleship game It makes your

students practise vocabulary and short verbal exchanges

Components

Four sets of two cards each, revising vocabulary related to clothes, food, the

house and animals (see pages 16 to 19)

Procedure

If students do not know how to play Battleship, it would be convenient to

show the procedure on the board before giving Out the cards

Students work in pairs Each student should hold a card and not show his

card to his mate

The aim is to guess where the other student has got the five items shown on

the card by asking or saying:

• Have got ot a on (blue/one)?

• is there

a

.on (blue/one)?

• There is a.on (blue/one

• 1 can see a on (blue/one)

If the vocabulary item mentioned is in (blue/one), the player scores The first

one to guess where all five items are is the winner

qLUL

Al