GT2_CLIL_Unit 9_Teacher's Guidelines

CLIL PROJECT TEACHER'S GUIDE Great Time 2: UNIT 9 SUBJECT:

Geography

TOPIC:

WEATHER AROUND THE WORLD

DRIVING QUESTION:

"Where on Earth do we have the nicest weather conditions? And the worst?"

What do students already know? Activate previous knowledge

Names of some places they've visited or known through tv or social media, general weather characteristics of continents, countries and cities.

What will learners know / be aware / be able to do after the project/tasks?

They will be able to know more deeply about weather features of different parts of the world, besides their cultural habits and ways to deal with extreme weather.

What will learners do to demonstrate the aquired knowledge?

Present their finding in a news forecasting show format, in which they show new language and concepts acquired.

Vocabulary

Geographical places, geographical features, weather words, vocabulary to describe cultural habits.

Structures

No pre-determined structures. Language use is dictated by the topic of the project.

Functions

Ss describe a place and its geographical and weather features. They reason on how our basic needs interfere in our cultural traits. They discuss about the places they will research, and about the process of producing and presenting their findings. They can codeswitch between the mother tongue and English whenever necessary to achieve their goals in particular contexts, but must speak only English during the presentation.

Communication

Interacting, reading, writing, choosing, lecturing.

Culture

Relations between weather elements and cultural traits.

Cognitive processes

Comparison, contrast, reasoning, hypothesising about a different reality.

Content

Weather and its interfearence in human life.

STARTING POINT:

LEARNING OUTCOME:

LANGUAGE

THE 4Cs FRAMEWORK

A. PRE-TASK 1. Ss work in pairs. They decide on a place both would equally like and wouldn't like to live at, based solely on weather conditions.

Then they check with the other pairs if they haven't chosen the same places. If they have, they must negotiate between them. The pairs which won't be able to talk about the place previously chosen have to decide on another one.

2. Within each pair, ss should negotiate and decide which one is responsible for each of the places chosen.

PLAN

B. TASK (There can be more than one research task with sub-outcomes that will lead to the final outcome) 1. Ss search for weather information about each place: average temperature during each season, geographical features that can contribute to local weather condidions; how the population deals with weather conditions, cultural habits associated to these and other information they find relevant/curious.

2. Each pair proceeds to making their presentation. It should be done as if it is a weather forecasting news show, split into two parts: One for the place they would like to live at and another for the place they wouldn’t. They should include pictures to illustrate the weather conditions and, if possible, to show how the population adapted to them (how they dress, the type of houses they have, how they grow/get their food, etc).

C. POST-TASK (OUTCOME) In pairs, students present their work as if they were on TV. One is the news anchor and the other is the weather reporter. Then they swap roles: each place chosen should be presented by one of the students from the pair.

Teacher, incentivize ss to be creative and have fun. They can make their presentations by recording a video at home or present in class as if the show were happening live. Think of the best way to organize this task beforehand and agree on a model with ss. There are some videos listed on the teacher's worksheet that can be assigned to ss or shown in class to give them some ideas on how to structure their presentations.