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

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

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

T% 4  At q6 21 Vernal Muirm winter soistice Approaching exam situations Online images for your teaching material Why is argumentation important? CILILF How topüt it - intO praéic Sea ffoldi !'BEST PRICE L ARAE I  FOLLOW TJSON Books and Moj!J Biggest  dgspecial III 111111  ii'  I iii  tacher  If you want to di tribute our products "Learnin g En g lish, Lovin g Books and More" contact us at inloii.booksandmore.es vww.booscaaiLdmoxe.es  - : Reading  I4o / Book Bulletin Boards  Books FIrst  T rlopdia 4ITJ7 Sdence  \ • .  .  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 -   Tel.: +22 566 77 87_____ - - 'U D ear colleague, In this issue we will deal with the seasons and the weather. You will find many suggestions and ideas to work with CLIL, integrating the topics presented with several areas of knowledge, which will give you the possibility of expanding the activities for your students to make their learning meaningful. Look for a CLIL plan to ease your job of planning your lessons. 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 Staff; Editu; Patrida Sainz I Layout and design: Mado Madies I Staffwriters: Ana M. Martinor Mania Starc. Auw Obosa Silvia Gia", Maria -loOVenr6n / General =rdlriatiom Adrian 8ala l ovsky / Adminlittration: Claudia Traversa. Ser g io Vicente(Genenal on rtlinaoon ass &tant:DarioS eija~~ Di g ital archive!Ced Ile Bentive g na, Sandra Casa nova/ lustration AlbertoAmadeo. RG q ue An g el iccho, Femanc1D(errudD,EmrnamwI ChierchieGabrid Cortina. MdFia no Martinr Victor W chez I Digital co lor:. Gonzalo An g uei ra, M6nica Gil, Natalia Sofic I I nternatio nal tracle: Wa Iter B@nitez, Pa blo Fu sconi I Communication and customer se rvice: Carius Sala j uvskyr M aia Bala j oysk~ I MIMIngs and train Ing: Micaela Benitez Cie udia Ka ne, ConsueJo Nrez Fern~indez j En g I ish text editin g : Ana M. M ar%ino M - a: n Q50tiff"S! Maria rka Med i na 1 Multi media resources: Francisco Del Val ler Leticia ISSN: I OWS13)  "n 1, Mau r Iclo P&e4 Pablo Yun g blut / Photo g raphy: Fernando Acu Fo, M6nica Fal do ni, Andrea Gonzalez, Aidana Meineri, LisLffa MMZQR 5USana Natol I MarlIcetin g and adverti sin g : Fav io Bala j ovsk~. Fe rn.~ndo Bala j ovsky, NO - VE - MO - EN 201 2  Gast6n Monteoliva. Rei rkaWo Perdomo. Maite Val ie rRe Matl I a ' Recepdonists: Mau ro Do Los Santo; Patricz Perona / Computer syste rni and web: Javier Can ussi ni. Leonard o U nis. Leandro Regoff, Aa4l Robblani I Technical PdOW 1, SPAIN Le g a I Deposit: ".271-2003 1 In SPAIN Pu blish ed b r . Ediba Europa Eon, 51- Atenas 2, ofid na Lr 28224 Po~mek~ de Alarro n (M adrid ~ J Advertise wiffi u s! GraciLla Rodfique7_ Tel - 9 1352 77 10. THIS MAGA-Z I NE 15  publiedibadove ) eroom i Subscription oontact; Td.91 352 09 113, e-mall: suscripciones@ovepercom / Prepress: J. A. MIMS I Printed by G. Almudena,' Circulation: Lo g iwsta Poblicadorkes S-L. Tel.' 91665 7158 / PORTUGAL: A PUBLICATION OF;  Su lbsc r iptiDn cont-xi! maTin a j ordao@ed ba.com / C"ation, Lo g isia Portu g al, 5 A- J ITAL'Y'. Subscription contact! be nedetto bonvenbre@ed iba com i a rcullativin: Press-d i DiStFibuzio ne Stampa Multimedia, S_ r- I . 1 20090 Soy rate (MI), e-mail: diffu5iune@mondadori.iIr Re g i strazione at Tribunale di Milano con il rn~ mffo 592, del 06 de Sertembre 2004. 1 n POLAN D an d CZ ECH RE PU BLIC pu bihshed by: ED16A Polska sp. z o. o. I ul. FaMiDwskiego 53~ 02-697 Warszawa / POLAW Subs cription con tact, zamowieniatgedibamm /wwwedi baxom ' TOL&K 22 566 77 87 1 Circulation in Poland: Pol Perfect s p- z o. c. CZECH REPUBLIC: siuh%rilptlan onniare www-mendcz GRUPO EDIBA O C 2003 The T"chet's Magarinq  ReproducWn jr) who4e orpaM of M15 mogazire, IS 3rdwy fiorbrd*~I, Mth the uLoprion afp q rs labehhsd as 'PhowopjaWe twrivu!W Mqce for VAT-fi,&- pkices, same as cow pa g e price. some you ever seen little kids learning how to  represent the content and the pool, the En g lish language. swim? Well, teachers make them play with  Content and Integrated Language Learning implies using some floating devices in the shallow water and  English as a means to acquire some other kind of knowledge. • without realising how, they are in the middle of  The curious thing is that it is very effective because students the pool happily floating. The same happens with  pick up structures naturally as they are thinking about 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: En g lish 4C  The means: En g lish 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 different structures and a wide range of vocabulary. Students'  Example of a CLIL plan see page 7 for a blank model plan) 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. CtC Alm- Kjww- Be able so: Make it suinnwFv of main ideas. ,,,ri5rd Mk, a dm w in P 5a,i,5 a, g revn house at NWM oft 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 rou g h Lhe at mo sphmi g assv- , ~ cruai c a ha rr ier; t Ilk! Feactislu cognillon Where can I get CLIL material? Try the following interesting sites: http://mww.tearhingenglish.org.ak.clil • http:f/wwwbbc.couk!schoolv/ • http://www.gcbiernodecanarias.org/eduracion/ • http:f/www.education.gov.uk/schools/toolsasdinisiatives/teachersts/ • http:f/www.onestcpenglish.com/clil/what-is-clil/free-sample-mater)al/ 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 . CLIL Rubric Name  Date Course The student is able to 'I Very well  Well With  With a lot difficulty  of help (10-9)  (8-7) (6 4)  (3-2-1) 0 Linguistic skills Understand new ideas Answer open questions Answer close questions 'Ask questions to other classmates Report main ideas 'orally C •inwriting Produce good sounds and intonation O Cognitive skills Compare concepts Predict possibilities Draw conclusions Identify main ideas I Support concepts and give reasons Attitudinal skills Focus on tasks Cooperate with the class b Show responsibility Work systematically Comments Final mark CLIL Model plan Content: Aims: LEARNING RESULTS  ASSESSMENT Know:  The students should be able to: Be able to: Be aware of: COMMUNICATION Vocabulary Structures Functions Cognition Resources Procedures -" " """" " r he 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' 8 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. f , 1. 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 they spend, for example, the winter. Explain the idea of  their own poems.  -'  d??d/ddy hibernating if necessary. While they are discussing, help them  .    ,. out with new vocabulary. Take advantage of the fact that many animals reproduce in the  ,, dom spring, so teach the names of baby animals such as calf, lamb,  'ihi  ,, , kitten puppy, etc  °l  gig Another subject you can come up with is migration that also  • links animals and the seasons. The students can do some  F?.? '  ' research on the Internet and look for photographs of birds. They could say where they come from, why and when it - they fly away, what countries they fly over, how many they .,  - are, etc. They can also do some research on whales and penguins  fl rr ci5  LJ 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 Present poster 2 and go through  the vocabulary. You may want to highlight everything that falls from  - the sky: rain, snow, hail and where they come from. You can even  - 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. 4: I t 10 Level: Elementary  Age: ChIdrenIAdoesents WEATHER ADJECTIVES 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, [...]... 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 4 .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. .. Dreyfuss Singin'in the Rain 'Tim Burton Ewan McGregor, Albert Finmtey 3 Taxi Driver -1 976 'Martin Scorsese - Robert De Niro, Jodie Foster, Cybill Shepherd Age: Adolescents Level: intermediate WEATHER WORDS - El1H] - 4 _ I — 8 - Eli] - L_J_11f11 - 1] — I I — 13 LI - — - — - — - - F [IHII U Across I HHLI - 2) (noun) the expected weather for the future 4) (adjective) temperature in between warm and cold — 5)... Children/Adolescents 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... access image, just right-click on it and a drop down menu will show the following options: Access the Google browser and in the search bar type the topic of your interest, for example, autumn Then click on the option menu bar on the upper • Next, the browser will show all the images related to the search term or subject 01 28 ji, Copy image, which allows you to copy the image and then paste it into a... place the mouse pointer on the page, right-click and choose Paste from the drop down menu in order to insert the image into the document Now l you can resize the image, for example, and save the document for later use Save image as, which enables you to save the image in the hard drive or a USB pen drive There automatically appears a screen showing all the possible store options such as the desktop, the. .. learning rather than on the final outcome The term 'metacognition refers to thinking about thinking and it is clearly linked to developing intrapersonal skills of our emotional intelligence Having clear learning goals and making them explicit to students, explaining the assessment criteria to them and giving them techniques and strategies to deal with the content of study and the test itself on the actual... prepositions Then set a time limit for each turn, and start playing the game One student of each team picks a card (see page 21), and shows the name of that movie with gestures only, no words allowed Follow-up activities • Watch one of the movies and talk about it • Research on the web about the plot, the main actors, the studio where the movie was shot Write a review of the movie • Create a new cast for the. .. 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 And we play on the grottnd j Winter brings wind, cold and Snow To rnalce a snowman, we mist have a go! I 0 13 0 Co 43 Ana M Martino Level: Beginner Age: Children WEATHER WHEEL Make your own weather wheel and talk about the weather today hot IV Vr 00 Apulm... arguments and the contexts in which they occur are inseparable aspects of the art of argumentation and they must be tackled together Scholars or researchers necessarily need to master argumentation since they surely respond to the contributions of other specialists in their field of study Since scholars in particular are required to build their arguments on others' views, either refining or challenging these... 1) Look at the ideas in the clouds and put them in the right order Parents corne back Four brothers / sitting and readin g Parents/not understands Babysitter ang ry phones parents Parents go out call a babys4ter Four brothers 2) Think of Brothers start misbehaving are wild name for the babysitter 31 What do you think the boys were doing while the parents were away? I I 4) Now write the complete . 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. 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. a-hot:2)c-cold;3) b-warm;4) d-frozen, Level: Elementary  Age: Children/Adolescents THE SEASONS GO ROUND AND ROUND A) Write the name of the seasons. B) Write the name of the months of the

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