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Page 1: Introduction to the Teaching Sequence - XTECapliense.xtec.cat/arc/sites/default/files/global warming_objectives... · Descriptive texts about endangered animals and ... polar bear,

Global Warming

Arrieta, Costan & Palomeras (2010) 3

CLIL PLANNING TEMPLATE UNIT TITLE: GLOBAL WARMING

AUTHOR/S: Shanti Arrieta, Albert Costan & Joan Palomeras

CLASS/ AGE: ESO YEAR 1

SUBJECTS, LANGUAGES and/or TEACHERS INVOLVED: English & The Natural World.

APPROXIMATE NUMBER OF SESSIONS: 10 of 55 minutes COE level: A1-

A2

Introduction to the Teaching Sequence Everybody talks about global warming, but what is it? In this unit we aim to explain what

global warming is, its consequences and what we can do to prevent it. We are going to

learn about endangered animals and their habitats, the causes of global warming, the

greenhouse effect, the greenhouse gases, renewable energies and recycling.

Be aware of the students with especial educational needs, be careful while arranging the

groups and assess these students according to their progress rather than according to their

performance.

Tandem teaching is a good tool to use while explaining some of the activities, the teaching

unit is designed with this purpose but it could be implemented by only one teacher.

Subject-matter objective/s – goals - competences

By the end of the unit/ lesson/ task, the students will be able to…

1- know what are the endangered species and the changes in their habitats due to global warming.

2- know what is the greenhouse effect and explain it.

3- give pieces of advice in order to pollute less.

4- identify the causes of the global warming.

5- identify different types of gases that produce the greenhouse effect

6- learn about the different types of renewable energies and some features of them.

7- know what and how to recycle.

8- appreciate the difference between rich and poor countries towards the problem.

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Global Warming

Arrieta, Costan & Palomeras (2010) 4

9- create a final outcome and present it orally.

10- final exam

SUBJECT MATTER CONTENTS

MAIN TARGET KNOWLEDGE MAIN TARGET SKILLS

1- Getting to know endangered

species and habitats

2- Learning about the causes of global

warming

3- Understanding the greenhouse

effect

4- Knowing different greenhouse gases

and their origin.

5-Identifying renewable energies

6- Distinguishing among the different

waste.

1- Understanding short texts.

2- Expressing ideas and previous and acquired knowledge.

3- Giving opinions and pieces of advice

4- Establishing cause-effect relationships related to the

global warming and the greenhouse effect.

5- Understanding English speeches produced by native and

non-native speakers of the foreign language.

6- Identifying the differences between different landscapes

affected by the global warming.

7- Summarizing a topic.

8- Presenting orally ideas about a topic.

CONTENT OBLIGATORY LANGUAGE

DISCOURSE GENRE (TEXT TYPE) TERMINOLOGY (WORDS AND PHRASES)

1- TO UNDERSTAND Descriptive texts about

endangered animals and

habits.

Explanatory videos in the

target language without subtitles.

Science concepts as

greenhouse effect and renewable energies.

3- TO UNDERSTAND AND

GENERATE summaries

Short descriptive texts

2- TOPIC SPECIFIC Differences between landscapes: deforestation,

ice melting, droughts, flooding and air pollution.

Endangered species: polar bear, penguin, fish and orang-utans.

Causes of the global warming: increase of temperature, increase of evaporation, increase

of sea level, loss of habitat.

The greenhouse effect: ozone layer, radiation, heat, atmosphere.

Types of gases: methane, CO2, CFC, cattle, fuel, coal, dump.

Renewable energies: biomass, wind energy, hydroelectric power, solar energy, geothermal

energy.

Recycling: plastic, paper, crystal, garbage.

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Global Warming

Arrieta, Costan & Palomeras (2010) 5

THE PROCESS

SESSION-BY-SESSION

Tasks / approximate timing

INTERACTION

Different types of interaction within the

classroom; TS; SS; TS; ST;

TClass, etc.

Final outcome (online poster)

about an specific topic Oral explanation of an specific

topic.

4- ACADEMIC DOMAIN SPECIFIC Useful expressions to express personal opinion

The present simple to express present situations

Structures to formulate comparisons: there

is/are more/less…..than, -er than….

Express a cause-consequence relation: Because

of……. Structures to express hypothetical facts: might

come...

Adjectives for feelings

SOCIAL & CULTURAL VALUES // PERSONAL & EMOTIONAL DEVELOPMENT

1- Valuing the need of a non-polluted world.

2 Collaborative work awareness.

3- Examining the causes and effects of dangerous behaviours towards the greenhouse effect and the global warming.

4- Noticing the fact that some animals and habitats are dying.

5- Valuing the need to recycle and be concerned about the possible consequences.

SUMMATIVE ASSESSMENT

(Closely linked to goals; Summative with high formative value. Self-Other- and/or Teacher’s

assessment)

TASK ASSESSMENT CRITERIA (AND GRADING

SYSTEM)

1- Team work

2- Participation.

3- Dossier.

4- Creation of a glogster.

5- Oral activity: presentation of a glogster.

6- Final exam

1- Peer assessment: “peer checklist” 10%

2- Participation: “progress assessment checklist” 15%

3- Dossier: “dossier checklist” 15% 4- Creation of a glogster: “checklist gloster” 15%

5- Oral presentation: “rubric oral presentation” 15% 6- Final exam: “final exam answers” 30%

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Global Warming

Arrieta, Costan & Palomeras (2010) 6

SESSION 1: Changes in landscapes

1- Warm-up activity: describe different landscapes . TClass

2- Match: landscapes changes and causes TClass

SESSION 2: What is global warming?

1- Videos about the global warming TClass

2- Poster with the words from the video and the students’ feelings TClass

3- Vocabulary of the causes of global warming SS (groupwork)

SESSION 3: Endangered species

1- Warm-up activity: Matching activity SS (groupwork)

2- Animals and habits: Pictures and text TClass/ SS

3- Writing about different endangered animals TClass

SESSION 4: The greenhouse effect

1- Warm-up activity: video and sentences activity SS (groupwork)

2- Explanation of the greenhouse gases and completing the grid TClass

SESSION 5: The greenhouse effect (follow-up)

1- Homework correction/Warm-up TClass

2- Crossword SS (groupwork)

3- Effects of global warming and completing the grid TClass

SESSION 6: The global warming and saving energy

1- Running dictation SS (groupwork)

2- Warm-up: Saving energy and recycling TClass

SESSION 7: Renewable energies

1- Explanation and completing the grid TClass

2- How to recycle?: Matching activity SS (groupwork)

SESSION 8: Creating a glogster

1- In pairs the students create a glogster SS (groupwork)

SESSION 9: Oral presentations

1- Oral presentations of the glogsters SClass

SESSION 10: Final exam

1- Individual exam

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Global Warming

Arrieta, Costan & Palomeras (2010) 7

RESOURCES Projector, Internet Connection, Youtube.com, Microsoft Office PowerPoint, Microsoft Office Word,

Glogster.com, computer.

CREDITS Google images, youtube.com, dafont.com.

MATERIALS Dossier, worksheets, grid, flash cards, PowerPoint.

COMMENTS This unit does not cover copyright of photos or original material.

ANNEXES Creative commons license, CD contents.

SYMBOLS KEY

Individual task

Pair work/group work

A task that implies writing

A task that implies reading

A task that implies listening

A task that implies speaking

Useful information

Resources/materials for students

Resources/materials for teachers