teaching the weather
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Germany
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Switzerland
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Learning Standards Thana SuppiahUnit: Weather and Clothing Rowville SCLOTE Pathway 1 Level 5 Suggested time: 4 weeks
unit linking to !nter"ersonal #evelo"ment$ %athemati&s$ !n'ormation and &ommuni&ation Te&hnology(!CT)*ationale: +ain an understanding how &hoi&es 'or items o' &lothing &an ,e di&tated ,y the weather and season-
im: t the end o' the unit$ students will ,e a,le to name items o' &lothing$ name di''erent weathers$ de&i"her weathersym,ols$ name seasons and understand how &hoi&es 'or &lothing items &an ,e di&tated ,y the weather and season-
Learning activities Language focus Strands Domains Dimensions Key elements of standardsStudents are able to
Weather
Individually, students volunteer to
come to the front of the class to
match weather expressionswritten on cards, to weather
symbols that the teacher puts up
on the board. The teacher also
enunciates the meaning of theweather symbol.
Students refer to a map of
Australia but the names of cities
omitted. They are to wor in
groups of three to guess the cities
in Australia for which the weather
forecast has been given.
!ocabulary related to
weather forecast.
"on#unctions, for example
danand tetapi.
$repositions for example di.
%iscipline
based
learning
$hysical,
$ersonal andSocial
&earning
&'T(
Interperso
naldevelopme
nt
"ommunicating
in a &'T(
)oring in teams
%emonstrate sound
discrimination effectively.
Accept responsibility as a
team member and support
other members to share
information.
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Learning activities Language focus Strands Domains Dimensions Key elements of standardsStudents are able to
After naming the cities correctly,
students compare and state the
difference in temperatures
between the eight cities.
Students volunteer to read two
different versions of the weather
forecast for *aarta in Indonesia
and for !ictoria in Australia. +'ne
version uses formal register andthe other uses casual register
Students are to wor in groups of
five. (ach group is given a card
detailing the weather forecast forthe wee except for two days.
Their tas is to as other groups
for the information. -owever to
receive the information they must
also give information about the
weather for other days. Groups
are only allowed to exchange onedetail at a time with any other
group.
"omplete the speech bubbleswhile listening to four weather
reporters reading the weather for
their city.
Weather and Seasons
"omparison for example
lebih dinginand lebih
panas.
umbers /nit of measurement for
temperature 0 dera#at selsius
)ord order
Greetings and salutations
!ocabulary related to
weather forecast. +revision
!ocabulary related to
weather forecast.
%iscipline
based
learning
%iscipline
based
learning
$hysical,
$ersonal and
Social&earning
%isciplinebased
learning
&'T(
&'T(
Interperso
nal
development
&'T(
"ommunicating
in a &'T(
&anguage
awareness
)oring in teams
"ommunicating
in a &'T(
1ecycles previously learnt
language sills and sills in
new context.
%emonstrate understanding
of formal register used in
weather news2forecasting
and casual conversationabout the weather.
Accept responsibility as a
team member and supportother members to share
information.
+$eer Assessment
%emonstrate sound
discrimination effectively
and apply basic word
processing sills using the
language.
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Learning activities Language focus Strands Domains Dimensions Key elements of standardsStudents are able to
$articipate in match weather
symbols and weather expressions
to reinforce vocabulary.
&earn symbols and vocabulary for
seasons
1ead a passage on weather and
seasons in Indonesia and orally
complete comprehension3uestions.
&isten to and mae notes based on
a brief interview with students at4edan International School about
their favourite season and their
reasons for their preference.
Students are to write what their
favourite season in Australia is
and they are to give a reason why.
They later tae turns to share their
!ocabulary related to
seasons. +new
)ord 'rder, vocabulary andexpressions.
!ocabulary and symbols
pertaining to seasons.
!ocabulary pertaining toweather and season,
umbers.
5uture tense6 Akan
Informal language used by
Indonesian teenagers.
Stating preference and why
eg. Lebih suka karena/
%iscipline
based
learning
%iscipline
based
learning
%isciplinebased
learning
$hysical,
$ersonal and
social
&'T(
&'T(
&'T(
Interperso
nal
%evelopm
"ommunicating
in a &'T(
"ommunicating
in a &'T(
Intercultural
nowledge and
language
awareness.
7uilding social
relationships
Ac3uire and use new
information and language by
recalling introduced
vocabulary and investigatefurther language to convey
intended meaning.
1eading short texts formeaning.
%emonstrate understanding
of the relationships between
speaers of the language
and appropriate use of thelanguage and levels of
respect in different
circumstances.
%emonstrate respect for
individuality and
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Learning activities Language focus Strands Domains Dimensions Key elements of standardsStudents are able to
information with other class
members. Students listen and note
the total number of preference for
each season.
Students are ased to calculate the
percentage of students in the class
who prefer winter, spring,
summer or autumn and use the
information to draw a pie chart.
Clothing
Students are to label items of
"lothing using a dictionary to
loo up vocabulary words.
Students listen to a brief taped
conversation between 8 friends
and on the worsheet provided,
match them to their choice ofclothing.
Individually, students are to draw
and label items of clothing to fit
cut9out figurine provided.
tidak begitu suka
karena...etc
Instructions and vocabulary
pertaining to calculation,
percentage.
Identifying items of
clothing
%ictionary sills
Ad#ectives related to
description of clothing eg.Size(besar/kecil), length
(pendek/panjang),colour
(merah, kuningetc
!ocabulary to name items
&earning
%iscipline
7ased
&earning
%iscipline
7ased
&earning
%iscipline
7ased
&earning
ent
4athemati
cs
&'T(
&'T(
4easurement,
chance and data
"ommunicating
in a &'T(.
"ommunicating
in a &'T(.
acnowledge diversity of
individuals.
Students using real numbers
and formula to calculate the
percentage and then
organize and present thedata in a pie9chart.
(xplore word meanings and
apply to tas given.
%emonstrate sound
discrimination effectivelyand identify items of
clothing accurately from a
range of choices.
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Learning activities Language focus Strands Domains Dimensions Key elements of standardsStudents are able to
Individually, students are to dress
up the cut9up figurine with
different items of clothing and
orally state their suitability to the
different seasons or weather. Students are to Interview two
friends to gather and then write
and present information about
their friend:s preferred choice of
clothing for the different seasons
or weather.
In pairs students are to create an
audio dictionary using clip art and
recordings of Indonesian words
for fifteen different items of
clothing won by Indonesians.
Students will be ased to get into
of clothing.
$resenting and stating
reasons.
"on#unctions, for exampledanand tetapi.
Giving reasons and stating
preference for example,
suka/tidak suka.
/sing connectives karena,meskipun, kalau.
%ictionary sills.
%iscipline
7ased
&earning
$hysical,
$ersonal and
Social
&earning
%iscipline
based
&earning
Inter9
%isciplinary
&earning
%isciplinedbased
&earning
%isciplined
&'T(
Interperso
nal
%evelopm
ent.
&'T(
Informatio
n and
"ommunications
Technolog
y +I"T
&'T(
"ommunicating
in a &'T(
)oring in teams.
"ommunicating
in &'T(
I"T for
visualizing
thining.
Interculturalnowledge and
language
awareness
Intercultural
(xpress own views and
values in relation to simple
scenarios or prepositions.
Accepts responsibility as a
team member and support
others members to share
information to achieve ashared purpose within a
given time frame.
/se the language for
drafting, self9correcting,assessing dictionaries, script
checing and presenting
written product.
Select and apply I"T tools
and editing functions toclassify, represent and
organize ideas.
Select and present
nowledge for people
wishing to learn about the
target nowledge and
culture.
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Learning activities Language focus Strands Domains Dimensions Key elements of standardsStudents are able to
groups of five. The group leader
from each group will follow
instructions given by the teacher,
and learn the different ways to
wrap the sarong the traditional
way for men and for women.
The group leaders who have
learnt to wrap the sarong will now
have to teach members in theirown group to wrap the sarong.
They have to give instructions asthey demonstrate. The group that
completes the tas within a given
time will win a small toen.
Se3uencing, for example,
pertama, kedua,
selepas, kemudian etc
Se3uencing, for example,pertama, kedua,
selepas, kemudian etc
based
&earning
%isciplined
based
&earning
%isciplined
based
&earning
$hysical,
$ersonal andSocial
&earning
&'T(
&'T(
&'T(
Interpersonal
%evelopm
ent.
nowledge.
"ommunicating
in a &'T(
"ommunicating
in a &'T(
)oring in teams.
%emonstrate an awareness
of different cultural and
societal values and
practices.
$articipate in the creation
and maintenance of the
cultural ambience in the
classroom by respondingpositively to communication
initiated by others.
Shows awareness of thelanguage re3uirements of a
range of specific situations
related to a given topic
%emonstrate sound
discrimination effectively
Accepts responsibility as a
team member and support
others members to share
information to achieve ashared purpose within a
given time frame.
Resources
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8/9/2019 Teaching the weather
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1- ./agus Sekali 0 Te2t and ./agus Sekali 0 Work,ook ,y 3ulie ewnham and Soe"ri Soehodo-0- The ge or erald Sun ews"a"er (weather 'ore&ast Se&tion)6- .Looking at sia ,y *on Thomas and Shirley Sydenham4- The 7ELS ,ooklet 'or Level 5