introduction to the teaching sequence - xtecapliense.xtec.cat/arc/sites/default/files/global...
TRANSCRIPT
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.
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.
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%
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
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