master winter weather - week 1 of 1 - literacy minnesota...comparative adjectives use the pictures...
TRANSCRIPT
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The Minnesota Literacy Council created this curriculum with funding
from the MN Department of Education. We invite you to adapt it for
your own classrooms.
MASTER
Winter Weather - Week 1 of 1
Unit Overview: This is a one week unit during which learners will learn about basic weather vocabulary, names and
descriptions of the four seasons here in Minnesota and be exposed to basic weather forecasts. In
addition, in each class session students will learn about one key topic related specifically to winter weather
in MN. These topics are temperature, frostbite, winter clothing and winter driving. Unit Objectives: After this unit students will... ● be more prepared for winter weather in MN ● be able to say, write and read basic weather vocabulary ● be able to identify the seasons and the types of weather commonly associated with them in MN ● be more comfortable using basic comparative adjectives to compare weather conditions in two
different places or times Unit Outline: Monday: Weather vocab and cold temperatures Tuesday: Seasons and frostbite Wednesday: Weather forecasts and winter clothing Thursday: Weather forecasts and winter driving
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Winter Weather: Monday, Week 1 of 1 Weather vocab and cold temperatures
Lesson Objectives Materials
● Students will be introduced to
weather vocabulary terms ● Students will learn and practice the
question, "How's the weather?" ● Students will begin to prepare for
winter weather by discussing
temperature
Weather vocab: ● SOB: 24-25 ● GIA1: 114 ● Weather vocab cards
How's the weather? ● SE1: 53-54
Temperature ● GIA1: 115 (exercise B) ● Temperature Worksheet (found below)
Activity Ideas
Weather vocabulary
● Use pictures or videos from YouTube to show different kinds of weather.
● Discuss what types of weather happen here in Minnesota, and what the weather is like in their
countries.
● Create a word wall - list all the weather vocabulary words that you discuss today on a piece of
poster paper. IMPORTANT: leave this in the classroom so that other teachers can continue
practicing and adding to the list. Also be sure to write your list into your lesson report so that
tomorrow's teacher knows what words you practiced.
● Have the students work in small groups to create collages based on a certain type of weather
(rainy, stormy, sunny, windy, etc...). Either use magazines/newspapers for the pictures or you
can go onto the computer and find several pictures on the internet to hand out. When the
learners are done they should present their collage to the class by saying sentences about the
pictures. They can also write sentences about the collages.
How's the weather?
● Have the students get into pairs. Give one learner in each pair a picture with a weather scene -
or put one up on the overhead. Have the learners ask each other, "How's the weather?" and use
as many of the weather vocab words as they can in describing it.
● Spread out some weather pictures on the table/desk. Have one student ask, "How's the
weather?" and another student answer based on one of the pictures. The second student has to
guess which picture the first student is referring to. Then switch roles.
Temperature
● Draw a large thermometer on the board. Point out that one side of the thermometer shows
degrees F and the other side degrees C.
● Tell students that in the US we use Fahrenheit, ask students what they use in their countries,
Fahrenheit or Celsius?
● Briefly discuss seasons in MN and seasons in students' countries.
● Ask students "What is the temperature in the spring? summer? fall? winter?" in their countries
and the US. * As you talk, point to the temperatures in C and F on the large thermometer you
drew.
● Pass out the worksheet. Practice reading the thermometers together. Then, instruct students to
answer the questions by reading the thermometers. Follow the example.
● In pairs, have students practice asking "How's the weather?" using the worksheet.
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Discuss
In the US, we use Fahrenheit to talk about temperature. It is 40 degrees Fahrenheit.
Do you use Fahrenheit or Celsius?
What seasons does your country have?
What are the temperatures?
What is the temperature in MN?
1. What is the temperature? It is ________ degrees _____________________________.
How’s the weather? __________________________. What season is it? _________________
2. What is the temperature? It is ________ degrees ______________________________.
How’s the weather? __________________________. What season is it? _________________
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3. What is the temperature? It is ___________________________________________________.
How’s the weather? __________________________. What season is it? _________________
4. What is the temperature? ______________________________________________________.
How’s the weather? __________________________. What season is it? _________________
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Winter Weather: Tuesday, Week 1 of 1
Seasons and frostbite
Lesson Objectives Materials
● Students will review and practice weather
vocabulary
● Students will learn about the four seasons
and the typical weather associated with
them here in MN
● Students will be introduced to basic
comparative adjectives (e.g. colder,
hotter, more beautiful)
● Students will begin to prepare for winter
weather by learning about frostbite.
Weather vocab:
● SOB GC: 23-24
● OXPD: 8
● OXPD WB: 8
Four seasons:
● GIA1: 116
Frostbite:
● Frostbite Worksheet (found below)
Activity Ideas
Review weather vocab:
Review weather vocab by using some of the vocab review ideas below. Keep in mind as you plan your review that
students should practice hearing, saying, reading and writing the words.
● Play hangman (you lead a few times, then students do together in small groups).
● Scramble some words and have students work together to unscramble them.
● Spell some of the more difficult words out loud and have students write them down as you spell them
(without referring to their notes).
● Write the words on small slips of paper. Students take turns drawing a word, then trying to describe it to
their group without saying it.
KEEP TRACK OF ANY NEW VOCAB WORDS YOU DISCUSS BY RECORDING THEM ON THE WORD WALL AND/OR IN
YOUR LESSON REPORT!!! Four Seasons
● See if the students know the word "season" and what seasons they can come up with. When you have the
names of all the seasons on the board ask the learners if they can identify the months that belong in each
season here in MN. You can have the learners talk about this in small groups and then come back together
as a class, or put the months into a bag and have them each draw one and place it under the right season, or
you can just write them on the board as they say them.
● When all the months are assigned to seasons ask the learners to identify the type of weather that is typically
associated with the seasons here in MN.
● Give learners time to discuss the differences between the seasons here and seasons in their countries. (Note
that in many other places of the world there are only two seasons, such as rainy and dry.) Comparative adjectives
● Use the pictures from above activities. Place two pictures on the board and ask the learners to describe the
weather. Write the weather words underneath each picture. Guide the learners in comparing the pictures by
discussing them and writing sentences using comparative adjectives. (eg: Spring is warmer than Winter.)
● Show/explain that the -er when added to descriptive words means "more". If it comes up, you may also need
to explain that with long words we use "more" not -er. (e.g. more beautiful, not beautifuler)
● Have students make a few sentences comparing the weather in their country (or in some other place) with
the weather in MN. Frostbite
● Ask students what season (in MN and their home country) is their favorite? Discuss why students do not like
certain seasons. Ask for 2 volunteers and make lists on the board, giving reasons why they do not like that
particular season. Ex. Semere does not like winter because.... it is very cold, it is dangerous to drive, he
cannot walk far, he cannot go outside, etc.
● Now that students have most likely vented, regarding the reasons that they do not like winter, pass out the
frostbite worksheet.
● Look at all of the pictures. Discuss. What do the students see in each picture? What do they think frostbite
is?
● Now, have students fill in the missing words to complete the sentences, instruct them to use the pictures as a
cue for the missing word.
● When students have completed the worksheet. Read the answers as a class, and then in pairs.
● Discuss ways in which we can prevent frostbite.
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This is frost.
Is frost hot or cold? ___________________________________________________
This is “bite”. The snake _________________ the man’s nose.
Is a “bite” good or bad? ______________________________________
So…what is frostbite?
Look at the pictures. This is frostbite.
She has frostbite on her _______________.
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He has _________________ on his ________________.
He has __________________ on his _____________.
So…where can you get frostbite?
Why?
What do you need to do?
I need to wear ___________________.
I ___________ to wear _________________________.
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I ___________ to _______________ __________________________.
I _______________________________________________________.
___________________________________________________________.
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Winter Weather: Wednesday, Week 1 of 1 Weather forecasts and winter clothing
Lesson Objectives Materials
● Students will review and practice weather
and season vocabulary
● Students will listen to simple forecasts
● Students will continue to practice forming
basic comparative adjectives (e.g.
colder, hotter, more beautiful)
● Students will begin to prepare for winter
weather by learning about winter
clothing.
Simple forecasts:
● GIA1: 115 (exercises C and D), 120
Winter clothing
● Winter Clothing Worksheet (found below)
Activity Ideas
Review weather and season vocab:
Review weather and season vocab by using some of the vocab review ideas below. Keep in mind as you plan your
review that students should practice hearing, saying, reading and writing the words.
● Play hangman (you lead a few times, then students do together in small groups).
● Scramble some words and have students work together to unscramble them.
● Spell some of the more difficult words out loud and have students write them down as you spell them
(without refering to their notes).
● Write the words on small slips of paper. Students take turns drawing a word, then trying to describe it to
their group without saying it. KEEP TRACK OF ANY NEW VOCAB WORDS YOU DISCUSS BY RECORDING THEM ON THE WORD WALL AND/OR IN
YOUR LESSON REPORT!!!
Simple Forecasts
● Discuss the word "forecast". Be sure to get students thinking about WHY the forecast is important here (to
know what clothing to wear, because weather is so changeable, etc.)
● Use the exercises from GIA1 to show students an example of a weather forecast.
● Create a few example forecasts and read them out loud to your students. Have them write down the
weather words that they know here, or answer questions that you've created.
Comparative adjectives
● Write several sentences using the weather vocabulary and comparative adjectives. Cut up the sentences
into pieces or individual words. Put the learners into small groups and give each group a sentence and
have them put it together into the correct order. When they have it right have them write it down and
them give them another sentence to work with. For more fun give the learners one word each of a broken
sentence. They should line up in the correct order and then have the rest of the class write down the
sentence.
● Pair students from different countries (or if that's not possible different regions). Ask them to talk about
the weather. Then have them write several sentences comparing the weather in their countries using
comparative adjectives.
Winter clothing
● Brainstorm winter clothing words: Write winter clothing in the center of the board. Ask students to give
you examples of winter clothing. Write the words as students call them out. If there are examples of
winter clothing in the room, have students hold them up. Otherwise, bring in your own examples (if possible.) Words you should focus on include: hat, gloves, mittens, boots, scarf, coat, snowpants
● Pass out the winter clothing worksheet. Discuss the picture at the top. What is she doing? What is she
wearing? What season is it? etc.
● Define the new words. Write the short definitions on the board, and give students time to copy them.
● Teacher reads the story, and students listen. Have students circle any new words.
● Discuss new words, then have students practice reading the story with a partner.
● Now, write a list of winter clothes for Maria, you could do have students do this in pairs, as a class, or on
their own.
● Have students look at the second page of the worksheet and write the word for each picture. Remind
students that Maria is going shopping, add all of her purchases as a class.
● Finally, have students put away the paper and tell a partner everything they can remember about Maria's
story.
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Winter in MN
Words Defined
warm = ___________________________________________________________
cold = ____________________________________________________________ winter clothes = ____________________________________________________
snow = ___________________________________________________________
Maria is from California. California is warm. People swim, run, and play outside all year. Six months ago she moved to Minnesota with her husband and son. When they arrived, it was summer. Now it is December and very cold. Yesterday it snowed and Maria’s son wants to play outside. He does not have winter clothes. Maria needs to go shopping. What should she buy?
Write a list of winter clothes for Maria: 1. 2. 3. 4. 5. 6. 7.
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Write the words next to the pictures:
Winter Clothes Word Price
$4.00
$6.75
$12.25
$18.50
$7.50
$17.25
$7.50
How much is Maria’s shopping bill? $ ______________
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Winter Weather: Thursday, Week 1 of 1 Weather forecasts and winter driving
Lesson Objectives Materials
● Students will review and practice
weather and season vocabulary ● Students will be continue practicing
forming basic comparative
adjectives ● Students will read simple forecasts ● Students will begin to prepare for
winter weather by learning about
winter driving.
Weather forecasts: ● Pull a forecast from either The Weather Channel
or Star Tribune Winter Driving: ● Winter Driving Worksheet (found below)
Activity Ideas
Review weather and season vocab: Review weather and season vocab by using some of the vocab review ideas below. Keep in mind as
you plan your review that students should practice hearing, saying, reading and writing the words. ● Play hangman (you lead a few times, then students do together in small groups). ● Scramble some words and have students work together to unscramble them. ● Spell some of the more difficult words out loud and have students write them down as you spell
them (without refering to their notes). ● Write the words on small slips of paper. Students take turns drawing a word, then trying to
describe it to their group without saying it. Weather forecasts: ● Bring in the forecast from the newspaper, internet or one of the sites listed above. Have
students look at it, pick out the words they know and talk about what the weather is going to be
like in the next few days. ● Use www.weather.com to bring up the weather forecast in the home cities of your students. Use
this information to create a chart of temperatures / weather conditions. Comparative adjectives: ● Use the chart created in the above activity to form sentences comparing the different cities. ● Using a week-long forecast (such as from www.startribune.com) have students make sentences
comparing the weather on the different days of the week. Winter driving: ● Set the context by asking your students if they have cars? if they drive in the winter? Then
ask, How do you you feel about driving in the winter? ● Winter driving worksheet: The Student A reading is for the more advanced students, and
the Student B reading is for the lower students. If you’re not sure which students are which,
ask your coordinator. ● Look at and discuss the pictures. ● Next, students should read the stories three times to themselves and then answer the questions.
As they finish, pair them up with another student who read the same story and have them check
their answers. If some students finish really fast, then give them the other story to work on. ● When everyone has finished at least one story, regroup and put the stories on the overhead
projector and go over the questions as a class.
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Set the context by asking your Ss if they have cars. Then ask if they drive in the winter?Then ask how
they feel about it?
Then show these pictures and ask Ss what they think they mean?
NOTE to teachers: The Student A reading is for the more advanced students, and the Student B reading is for the lower students. If you’re not sure which students are which, ask your coordinator. The students should read the stories three times to themselves and then answer the questions. As they finish, pair them up with another student who read the same story and have them check their answers. If some students finish really fast, then give them the other story to work on. When everyone has finished at least one story, regroup and put the stories on the overhead projector and go over the questions as a class.
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Student A
Read this story three times. When you are finished, answer the questions.
Driving in the winter
ice scraper
In Minnesota, it is cold in the winter. When it is cold, it snows and the roads have ice. You have to drive safe. You need good tires and you need to drive slowly. You also need an ice scraper. An ice scraper takes the ice off from your car windows. It is very important. Answer the questions in complete sentences:
1. When is it cold in MN? It is cold in the _________________.
2. What happens when it is cold?
3. Do you drive fast or slow in the winter?
4. What is an ice scraper?
5. Is an ice scraper important?
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Student B
Read this story three times. When you are finished, answer the questions.
Black Ice
It is winter. George is scared to drive his car. Last year he got in an accident. He did not see the ice on the road. This is called black ice. Black ice is black. You can’t see it. It is very dangerous. Always drive slowly in the winter. Answer the questions in complete sentences:
1. What season is it? It is _________________________.
2. Why is George scared to drive his car?
3. What is black ice?
4. Is black ice dangerous?