Weather

 

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TEACHER´S SHEET

Didactic unit

 

Topic: Weather

 

 

Level:  B1, B2

 

 

Social and cultural information

 

Variety of weather in different countries.

The influence of weather conditions on people’s mentality.

Origin of the weather.

 

Objectives\aims

 To enable students to behave appropriately in a certain social situation.

To enable students to use language in a certain social context.

To involve emotions in the learning experience.

To increase students’ awareness of different weather conditions in different countries.

To develop the liberality towards non-native cultures.

To strengthen students’ Internet, research and organization skills.

To teach students the skills of independent work habits.

To teach students to work effectively with others.

Tasks\functions

To improve vocabulary related to the topic. ( see appendix nr2.)

To develop speaking skills.

bulletDescription ( telling the details)
bulletIdentification ( talking about one’s likes and dislikes)
bulletLanguage- in –action (doing things and talking)

To increase the ability to perform communicative functions

bulletAgreement
bulletDisagreement

To provide socio-cultural information (see above),

To increase the ability to answer the questions,

To develop writing skills

 

Methodology

Pre-activities

bulletWarming up activity (comparative discussion about likes and dislikes)

 

Procedural activities

bulletPair work
bulletrole-play
bulletmatching pictures
bulletproject work
bulletindividual work

Didactic material

See appendixes

Evaluation

KWL

Further information

http://infohost.nmt.edu/~armiller/travel.htm

 

Expected results

Students will increase knowledge about weather conditions in  different countries.

Students will continue to learn tolerance and respect towards non native cultures.

Students will learn to use language related to the topic.

Students will increase the skills of independent work habits.

Students will increase the skills of individual work.

Students will improve skills of searching for information.

 

 

Role –play

Ask students to explore different kinds of weather forecasts ( see examples in appendix nr.1) and organize role-play activity.

Each student investigates his/hers material and acts as a weather reporter.

Students may chose and look for weather broadcasts according to their interests or may be given material by a teacher.

For presentation different types of maps can be used.

Additionally students may  study different temperature scales ( see appendix nr. 2)

 

Individual work

  Ask students to think of and to search for the weather-related folklore such as “Ring around the moon, ’twill rain soon” and “Red sky at night, sailors’ delight; red sky at morning, sailors take warning.” Each student selects country for his/hers investigations.

For presentation of the results students may use graphic organizers. For example:

 

Country

Weather related folklore

Origin of the saying

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Have each student select and research one such saying investigating its accuracy in predicting the weather. 

Discuss the results of the work in class comparing sayings about the weather sayings in different countries.



Appendix nr.1

 

 

THU
APR 7

FRI
APR 8

SAT
APR 9

SUN
APR 10

MON
APR 11

 

   

Sunny

Sunny

Cloudy periods

Cloudy

Light rain

 

HIGH  

16°C(60°F)

23°C(73°F)

24°C(75°F)

24°C(75°F)

21°C(69°F)

 

LOW  

9°C(48°F)

10°C(50°F)

12°C(53°F)

13°C(55°F)

15°C(59°F)

 

CONDITION  

Sunny

Sunny

Cloudy periods

Cloudy

Light rain

 

 

 

Today

Tomorrow

Sat

Sun

Mon

6-10 Day

sky: showers

 

Showers

 

High: 50°
Low: 40°

sky: showers

 

Showers

 

High: 46°
Low: 36°

sky: mixed rain and snow

 

Rain/Snow

 

High: 44°
Low: 37°

sky: partly cloudy (day)

 

Partly Cloudy

 

High: 50°
Low: 37°

sky: scattered thunderstorms

 

Scattered Showers

 

High: 55°
Low: 40°

 

 

 

                

    

Hourly Weather Forecasts for LIEGE , BELGIUM

7pm  Thursday 4/7 - 3am  Friday 4/8

 

 

TIME

7pm

8pm

9pm

10pm

11pm

12am

1am

2am

3am

Weather Conditions

Precipitation Type

--

--

--

--

--

--

--

--

--

1 hr Liquid Amount
(cm)

0

0

0

0

0

0

0

0

0

Temperature
(°C)

10

8

7

6

5

5

4

3

3

Realfeel Temp®
(°C)

5

4

2

1

1

0

-1

-1

-2

Dewpoint
(°C)

3

3

3

2

2

1

1

1

1

Relative Humidity
(%)

64

69

73

76

79

80

81

83

86

Visibility
(km)

7

7

9

9

9

9

9

9

8

UV Index
(1-10+)

0

0

0

0

0

0

0

0

0

Wind Direction

SW

SW

SW

SW

SW

SW

SW

SW

SW

Wind Speed
(kph)

15

14

12

12

12

11

11

10

10

Wind Gust
(kph)

38

35

28

27

25

24

24

22

20

(Force)

24

22

17

17

16

15

 

 

 

 

World Forecast Map



 

 

5 Day Forecast

 

The three different temperature scales

 

 

Project work

 

Aims

To  understand basic information about weather

To learn about different types of weather maps

To create and present weather maps showing different conditions of different countries

 

The class will need the following:

Internet access

Resources about weather

 

Steps

 

  1. Write the following questions on the board:
bulletWhat are some examples of weather?
bulletWhere does weather come from?
bulletWhere does weather happen?
bulletHow does weather happen?
bulletIs weather always the same?

 

  1. Ask students brainstorm elements that make up weather. What makes one day’s weather different from the next, for example:
bulletTemperature
bulletPrecipitation (rainfall, snowfall)
bulletWind speed
bulletHumidity
bulletCloud cover

 

  1. Explain that meteorologists, or scientists who predict and report the weather, use different types of maps to show the elements of weather.
  2. Divide students  into groups to look at weather map of the country they have chosen in different types of maps, and present their maps to the class.

 

  1. Write the following types of maps on the board:
bulletSatellite
bulletRadar
bulletPrecipitation
bulletTemperature
bulletWind speed
bulletFront

   

  1. Each group should create a presentation that answers the questions below.

bulletWhat do satellite images show? Why is this information important?
bulletHow do we get satellite images? How do satellites travel?
bulletWhat can meteorologists learn by the shade of the clouds on a satellite image?

BACKGROUND: http://www.usatoday.com/weather/wearadar.htm

bulletWhat does radar show?
bulletHow do you use the map key on a radar map?
bulletHow do we get radar images?
bulletWhat are some of the limitations of radar maps?

BACKGROUND http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/prcp/home.rxml

bulletWhat is precipitation?
bulletWhat are some examples of precipitation?
bulletDefine the different types of precipitation on the map.
bulletWhat causes different types of precipitation?


BACKGROUND: http://www.usatoday.com/weather/whattemp.htm

Precipitation definitions http://www.usatoday.com/weather/wds8.htm

bulletWhat is temperature? (For the clearest definition, see the “Weather terms” chart in the background article.)
bulletWhat are the two most important factors in temperature?
bulletWhy is it usually cooler at night?
bulletWhy does temperature change during the seasons?


BACKGROUND: http://www.usatoday.com/weather/wpress.htm

bulletExplain the main cause of winds.
bulletWhy are some winds stronger than others?
bulletHow does wind affect the weather?
bulletHow are winds named?


BACKGROUND: http://www.usatoday.com/weather/wpress.htm

bulletWhat is a low-pressure system? What is a high-pressure system? What kind of weather does each typically bring?
bulletWhat is a cold front? What is a warm front? What types of weather does each typically bring?
bulletExplain how the map key shows each of the terms above.

Other helpful sites:

What is weather http://teacher.scholastic.com/activities/wwatch/reporters/central/whatis.htm

Weather basics http://www.usatoday.com/weather/basics/wworks0.htm

  1. Members of each group  give a weather report using their map. Their presentations should also answer the questions provided.
  2. Ask questions
bulletWhy is it helpful to use different types of weather maps?
bulletWhen might some maps be more helpful than others? For example, why might you be more interested in precipitation one day and wind speed the next?

 

 

Students are asked to observe the weather during the week.  Students are encouraged to search for weather information on the Internet, on TV  to fulfill a table.

 

Name __________________                   Date__________________

 

Weather data for the week of _________ to ______________

 

 

Day

Temperature in the place of living

Temperature in the native country

Rain

in the place of living

Rain

in the native country

Wind direction

in the place of living

Wind direction

in the native country

Monday

 

 

 

 

 

 

 

 

 

Tuesday

 

 

 

 

 

 

 

 

 

Wednesday

 

 

 

 

 

 

 

 

 

Thursday

 

 

 

 

 

 

 

 

 

Friday

 

 

 

 

 

 

 

 

 

Saturday

 

 

 

 

 

 

 

 

 

Sunday

 

 

 

 

 

 

 

 

 

 

 

Role play

 

 

Appendix nr.3

 

 Vocabulary

 

Words describing the weather

 

Cold weather

Chilly, frosts, sleet, slush, settling, blizzards, snowdrifts, to thaw, to melt.

Warm/hot weather

Close, stifling, humid, scorching, boiling, mild, a heatwave.

Wet weather

The wet weather scale gets stronger from left to right

Damp, drizzle, pour down/downpour, torrential rain, flood.

Mist and fog

Haze/hazy, mist/misty, fog/foggy, smog.

Wind

Breeze, wind, blustery, gale, hurricane.

 

 

Students present the information about the weather in their country as part of a brochure for prospective visitors and newcomers.

Steps

  1. Tell students they will prepare a brochure about the seasonal weather in their country.
  2. Divide students into groups.
  3. Each team will use various kinds of graphs to present data about specific aspects of weather in their state. These might include the following:
  4. bulletprecipitation in inches
    bulletdays of sun
    bullettemperature range
    bulletstorm types and frequency
  5. As the teams organize their brochure pages, each should plan to include a map of the country.
  6. Students bind and share their brochures after preparing durable, illustrated covers and adding other information, such as a bibliography of helpful sources of information for tourists.
  7. Ask the whole group to discuss what they learned as they researched and organized their data.

 

 

Pair-work

 

Agree with the first sentences by choosing two synonyms. Use a word from (1) category in the first response and a word from (2) category in the second.

For example:
heavy (1) / oppressive (2)
Question - It’s sultry today isn’t it?
Answers - Yes, it’s very *heavy*
Yes, it is a bit *oppressive*

freezing (1) / muggy (1) / pouring (2) / breezy (1) / nippy (2) / sweltering (2) / clammy (2) / blowy (2) / boiling (1) / chucking it down (1)

 

 Match the weather to the seasons :

  

    

        

 

 

What’s the weather like in your country?

 

 

In spring it’s

 

 

 

 

 

 

 

 

In autumn it’s

 

 

 

 

 

 

 

 

In winter it’s

 

 

 

 

 

 

 

 

In summer it’s

 

 

 

 

 

 

 

 

 

 

 

 

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Latest update of this page: 2005-06-28 
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