PES Teens GT2 - Weather around the world - TB

Teacher’s guide

WEATHER AROUND THE WORLD In this project you will be able to learn more about weather phenomena, how they are formed and how they impact human life. The project is divided into pre-task activities and tasks, all of them with the purpose of presenting and exploring a new topic about the theme. The final task is a presentation in pairs, which aims to summarize everything that you have learned.

Teacher, instruct students to work individually in all pre-task activities.

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Before you read.

Look at the highlighted words in the text. Do you know their meaning?

Find out what they mean and write them down in the lines below. Use a dictionary to help you.

Suggested online dictionary: https://dictionary.cambridge.org/ Flow (down): to move in one direction, especially continuously and easily: Lava from the volcano was flowing down the hillside.

Fan out: to move in different directions from a single point.

Upward: moving towards a higher position, level, or value.

Precipitation: water that falls from the clouds towards the ground, especially as rain or snow.

Weather forecast(s): a statement of what the weather is likely to be for the next day or few days, usually broadcast on television or radio or printed in a newspaper.

Pattern: any regularly repeated arrangement, especially a design made from repeated lines, shapes, or colors on a surface.

Average: a standard or level that is considered to be typical or usual.

Snowstorm(s): a storm that brings a lot of snow and usually strong winds.

Snowflake(s): a single piece of snow that falls from the sky Drought(s): a long period when there is little or no rain.

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GT2 | Unit 9 | Teacher’s guide

Now match the pictures with some of the words you looked up the meaning.

Drought

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Snowstorm

Weather Forecast

Snowflake

While you read.

Read the text and underline the definitions of weather, troposphere, air pressure and climate.

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After you read.

Read the sentences, find out the mistake and correct them.

1. Snow, rain, blue skies and heat are all examples of climate.

Snow, rain and blue skies are all examples of weather.

2. Low air pressure makes air flow together and then upward where it converges, rising, cooling, and forming clouds.

High air pressure makes air flow together and then upward where it converges, rising, cooling and forming clouds.

3. Still today, technology hasn’t been able to help weather forecasters to look over a large area to make predictions.

Today technology is able to help weather forecasters to look over a large area to make predictions.

4. As the global climate changes, days only become warmer and, in the future, there will be no winter weather.

As global climate changes, days become warmer but it doesn’t mean that in the future there will be no winter weather.

5. Weather is affected by events such as landslides.

Weather is affected by events such as El Nino and La Nina.

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GT2 | Unit 9 | Teacher’s guide

What was the most interesting information you learned in the text? Why? Compare with your classmate. Do you have the same opinion?

Personal answers. Teacher, check if pairs are interacting and both students in each pair are producing.

Now, pick two world personalities and discuss the same topics from their point of view.

Personal answers. Teacher, check if pairs are interacting and both students in each pair are producing.

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Before you watch.

Match the weather phenomenon with the correct definition: tornado

clouds

hail

They cover the most extreme and destructive weather phenomena, such as thunderstorms, tornadoes and hurricanes.

Small, hard balls of ice that fall from the sky like rain.

The weather condition in which a moving mass of cold air pushes into a mass of warm air resulting in a fall in temperature.

storms

A dangerous storm which is a spinning cone of wind that destroys anything in its path as it moves across the ground.

cold front

They are formed when condensation takes place above the ground.

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While you watch.

Now watch the video “Five Day Weather Forecast” on http://bitly.ws/hwZ4. What are some of the weather events that happen there? Name three.

Possible answers: cold front, storm, hail, tornado, rain.

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After you watch.

Source: <https://br.freepik.com/vetores/inverno’>.

Inverno vetor criado por macrovector - br.freepik.com.

Look at the map below. You are a reporter, and your classmate is watching TV at home. Choose two continents and present their weather forecast. Then swap roles.

Personal answers. Teacher, check if both students in a pair are interacting.

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GT2 | Unit 9 | Teacher’s guide

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Decide on two places in the world: one that both would like to live in and one that both wouldn’t like to live at, based on weather conditions. Check with the other pairs if you haven’t chosen the same place; there shouldn’t be two equal places in all class.

Teacher, prepare suggestions of Here are some pictures to give you some ideas:

places beforehand for the pairs, in case they run out of ideas.

Search for weather information about each place: average temperature during each season, geographical features that can contribute to local weather conditions and how the population is adapted to weather conditions. Also, include cultural habits related to weather and other information you find interesting.

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2 Make a presentation about your findings pretending it is a weather forecasting news show. It should be split into two parts: One for the place you would like to live at and another for the place you wouldn’t like to live at.

Use pictures to illustrate the weather conditions of each place and how the population adapted to them (how they dress, the type of houses they have, how they grow/get their food, etc.)

3 In pairs, present your work as if you were on TV. One is the news anchor and the other is the weather reporter. Then swap roles. One of you will present the place you would like to live at and the other will present the place you wouldn’t like to live at.

Be creative! You can record a video at home to show in class or present to your classmates as if the show were happening live.

Teacher, think of the best way to organize this task beforehand and agree on a model with ss.

Incentivize them to be creative and have fun. If necessary, show the YouTube video once more so they can get inspired.

Other videos which can help: https://www.mylondon.news/news/west-london-news/watch-eight-year-old-northwood-11306693 https://www.youtube.com/watch?v=O0N-4spJDw0 https://www.youtube.com/watch?v=NQHsNamGmAg

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GT2 | Unit 9 | Teacher’s guide