RADE? ENGLISH TEACHER'S GUIDE Unit 11 Learning Outcomes At the end of this unit, students will be able to: * identify weather information from * understand how these @ weather forecast on the radio instruments work or function * talk about the weather using Viaatiat AUrmbnls = understand a weather forecast * recognize the weather © write a weather forecast instruments and parts of them The soft skills that will be practised are: communication, collaboration and creativity. | No. of periods: Losson 1: A beautiful, suriny day By the end of this lesson, students will be | Resources and Preparation able { © identify weather information from a = Audio CD weather forecast on the radio * CD player * talk about the weather using weather "> weather symbols flash cards symbols A] This lesson focuses on Vocabulary& Listening and Speaking. There‘are six exercises. Words and Expressions Weather conditions: thundery, foggy, » windy, sunny, showery, rainy, stormy, cloudy * Cities: Vientiane, Kuala Lumpur, Nay Pyi Taw, ’ Manila, Singapore, Bangkok, Hanoi, Phnom \ Penh Vocabulary Introduction ‘+ Write the lesson objectives on the board. * Briefly discuss: What is weather forecast? Are weather forecasts important? Who should read or listen to the weather forecasts? Teach i Practise Exercise 1: Organize students into pairs. Students ask and answer the questions. Tell students to ask and answer the questions. 138TEACHER'S qUDE eNoUISH ‘RADE? Teach Exercise 2: Organize students into groups of 3 or 4. Ask them to think of a few words to describe weather conditions in groups, and write them down. Give 2 minutes. Ask some students to read their group's answers to the class. Then, ask students to study the weather symbols and their meanings in Exercise 2. Ask them to pronounce the words by showing the weather symbols on the flash cards. If there are any mistakes in their pronunciation, correct them. Then, organize students into pairs. Ask them to do more practice in pairs using the symbols, (Tell them to cover the words and say them using the picture.) Practise Students think of a few words to describe weather conditions in groups, and write them down. Give 2 minutes. They read their group's answers to the class. Students study the weather symbols and their meanings in Exercise 2 They pronounce the words. They do more practice in pairs using the symbols. (Cover the words and say the words using the picture.) 4 Exercise 3: Ask students to look at the table and pronounce the names of the cities. if there are any mistakes in their pronunciation, correct them. Ask students to underline the key words in the instruction: ook, table, complete, sentences. Ask students to do Exercise 3. ; Ask students to compare their answersin pairs. Check the answers with the Whole clas. Organize students into pairs, Ask students to practise sayifig thelséntences like a weather presenter. Students look at the table and pronounce the ames of the cities. They underline the key words in the instruction: look, table, complete, sentences. They do Exercise 3. They compare their answers in pairs. They check their answers with their friends. In pairs, students practise saying the sentences like a weather presenter. Listening and Speaking Teach Practise Exercise 4a: Ask students to underline the key words in the instruction: listen, weather forecast, complete, table, words given in the box. Ask students to look at the words in the table and tell the differences; three words for weather conditions and three Celsius temperature marks. Ask students to listen to the recording and complete the table with the words in the box. ‘Ask them to compare the answers in pairs. Play the recording for the second time to check the answers with the whole class. ‘Students underline the key words in the instruction: listen, weather forecast, complete, table, words given in the box. They look at the words in the table and tell the differences; three words for weather conditions and three Celsius temperature marks. They listen to the recording and complete the table with the words in the box. ‘They compare the answers in pairs. They listen to the recording for the second time to check the answers with the whole class. 139 dtGRADE? ENoLIsH TEACHER'S GUIDE Teach Practise Exercise 4b: Ask students to read the instruction and underline the key words: listen, cross out, five mistakes and correct the mistakes. Play the recording for the third time and ask them to listen, cross out the mistakes and correct them. Ask them to compare the answers in pairs, Play the recording for the last time to check the answers with the whole class. ‘Students read the instruction and underline the key words: listen, cross out, five mistakes and correct the mistakes. They listen fo the recording for the third time. They cross out the mistakes and correct them. They compare the answers in pairs. They listen to the recording for the last time to check the answers with the whole class. Exercise 5: Tell students to read the instruction and underline the key words: ask, answer and. complete the table. Organize students into pairs as Student As and Student Bs. Ask students to look at their role card and hide the other. Draw Student A‘s table on the board Ask one student to volunteer as Student B and ask “What will the weather be like in Vientiane tomorrow?" Ask Student B to look at the table and say “It will be fogay most of the day. The temperature will be around 26°C.” Complete the table on the board with foggy and 26°C. Repeat the same steps until the wholeclass” understand the procedures. Thenask students to do the activity in pairs*ASKistudents'to change the partner and compare their tables Check the information ithe table with the whole class. ‘Students read the instruction and underline the key words: ask, answer and complete the table. In pairs, studénts look at their role card and hide the other. They watch the teacher and the volunteer student model the activity. ‘They do,the activity in pairs. “They. changé the partner and compare their tables. ‘They check the information in the table with the Whole class. Summary of lesson * Weather conditions * Weather forecast © Weather symbols Reflection on learning Which city has the highest temperature in Myanmar? What is the temperature today in your town? What was the weather like yesterday? 140TEACHER'S GUIDE | Lesson 2: Weather insiruments By the end of this lesson, students will be able to: + familiarize themselves with the weather instruments + understand how these instruments work This lesson focuses on Reading. ‘There are four exercises. Reading eNoUSH GRADE? ‘No, of periods: Resources & Preparation * Pictures of weather instruments Words and Expressions * Weathervane, wind gauge, rain gauge, thermometer, cup, mobile shaft, fixed shaft, dial, funnel, cylinder, mercury Introduction Have you ever read a webpage? Where can you read a webpage? What is the name of the webpage given? + Ask students to look at the webpage and briefly diScuss'these questions: Teach = Exercise 1: ‘Ask students to look at the pictures ofweathier instruments in Exercise 1 Elicit from students what theysthink the.given weather instruments are used for, Tell students they will know the correct@nswersvatter reading the passage, Ask students to read parts of each weather instrument. If there are any mistakes in pronunciation, correct them Ask students to read aloud the weather instruments given in the passage. If there are ‘any mistakes in pronunciation, correct them. Ask students to read the passage and match the pictures (A-D) with the weather instruments (1-4), ‘Ask students to compare their answers in pairs. Check the answers with the class Note: Weathervane ccog§o} Rain gauge —_req)foBExcBRoo> Thermometer s293$03E:03Gu> Wind gauge —cevodedg S:c86:BGa09 Ws Practise Students look at the pictures of weather instruments in Exercise 1 They give their ideas of what the given weather instruments are used for. They read parts of each weather instrument, They read aloud the weather instruments ‘given in the passage. They read the passage and match the pictures (A-D) with the weather instruments (1-4). They compare their answers in pairs. They check their answers with the teacher, 141GRADE? ENGLISH TEACHER'S GUIDE Teach Exercise 2: Ask students to read the passage again and do Exercise 2. Ask them to compare their answers in pairs. Check the answers with the class. Practise Students read the passage again and do Exercise 2. They compare their answers in pairs. They check their answers with the teacher. Lod Exercise 3: Ask students to do Exercise 3. (Before they do the exercise, tell them to read the statements in the exercise and read part of the passage Where they can find the answer only. Remind them not to read the whole passage for each answer.) Ask students to compare their answers in pairs. Check the answers with the class. While checking the answers, ask the class to tell the paragraph and the line number where they find the answer. Students do Exercise 3. ‘They compare their answers in pairs, They check their answers with the teacher. Exercise 4: Ask students to do Exercise 4. Ask students to compare their answers in pairs Check the answers with the class. While, checking the answers, ask the class totell the paragraph and the line number where they find the answer. Stdent8ido Exercise 4. ‘Theyicompare their answers in pairs. ‘They check their answers with the teacher. Review ‘Summary of lesson ‘Weather instruments, How weather instruments work Lesson 3: What will you do if...? By the end of this lesson, students will be able to: ‘* recognize the uses of wil, won't and first conditional use will, won't and first conditional appropriately Reflection on learning What does a wind gauge measure? What do we use to measure the amount of rainfall? What does a weathervane show? ‘of periods: 3 Resources & Preparation Weather icon flash cards, large pieces of paper with an action verb ‘on each, small pieces of paper with main clause or if clause on them 142TEACHER'S aUDE ENGLISH RADE? This lesson focuses on Grammar. + wil There are seven exercises. a Wort 5 + tomorrow + next week Grammar Words and Expressions Introduction To elicit students’ prior knowledge of will and won't, write "Nay Pyi Taw’ on the board and show students sunny weather symbol flash card. Then ask them What will the weather be like in Nay Pyi Taw? Ask until students answer “It will be sunny in Nay Pyi Taw.” Then show different weather symbol flash cards and ask individual students the same question. 3 Show students a piece of paper with an action verb.tswim” of it. Then ask one student What will you do tomorrow? Wait until the student answers “/ will swim tomorrow.’ Ask different students the same question tising diffetent’action verb cards. Then write “talk about the future” and “Make,Predictions” on the board, And explain students the uses of will and won't, Grammar Reference | Will )won't We use will and won't to talk about the future. (e.g. We will go to Nay Pyi Taw tomorrow.) ‘We also use wilfand won't to make predictions. (e.g. It will rain tomorrow.) willis used in affirmative sentences. (e.g. They will arrive next week.) won't is used in negative sentences. (e.9. They won't arrive next week.) In questions, will is put before the subject. (e.g. Will they come next week?) In short answers, we do not need to repeat the main verb. (e.g. Yes, they will. NOT Yes-they-witteeme.) We often use will and won't with tomorrow, next week, soon, etc. will can be shortened to lin spoken English. (e.g. J will swim. OR I'l swim.) will not can be shortened to won't in spoken English. (e.g. He will not swim. OR He won't swim.) after will and won't, we use verb infinitive without to (e.g. 1 will go. NOT Hw#i#He-ge.) 143FADE 7 ENGLISH ‘TEACHERS GUIDE Teach Practis Exercise 1 Ask students to read the instruction and Students read the instruction and underline underline the Key words: complete, wil, won't. _ the key words. Ask them to read the sentences (1-5) They read the sentences (1-5) and underline and underline the key words: 7. not well | the key words. 2. dont study 3.dontinvite 4. parents, old 5. too many. Ask them to do Exercise 1 using the key words as the clues. ‘Ask them to check their answers with their nearby partners in pairs. Check the answers with the class. | They do Exercise 1 using the key words as “the clues. | They check their answers with their nearby partners in pairs. | They check their answers with the teacher. Exercise 2: Ask students to read the instruction and underline the key words: make predictions, phrases, in brackets. Ask them to read the sentences (1-5) and underline the key words: 1. sunny now 2. not hard-working 3. very good at singing 4. run very fast 5. learning Chinese Ask them to do Exercise 2 using the key words as the clues. Ask students to compare their predictions in pairs. Ask some volunteer students to read out their sentences. Students read thé instruction and underline the key words: They read the séntéfiees’(1-5) and underline the key. words. They do Exercise 2)using the key words as the clues. They compare their predictions in pairs. Vollinteer students read out their sentences. First conditional Note: Matching activity J will watch TV if it rains." etc.) The following table can be used. + To engage students with the lesson, ask two or three male and female students What will you do if it rains®(Students may give different answers: ‘Then organize students into groups of four of five * Give each group a set of small pieces of paper with main clause or if clause on them will play football fit rains. / ifclause Main clause Ifthe weather is fine, we will go for a picnic tomorrow. If my friend comes, won't go out. If| don't feel well, | will see the doctor. Ifhe doesn't finish his homework, he won't watch TV. * Then ask the groups to match the clauses to make meaningful sentences. ‘+ The group that finishes first and gets all the sentences correct is the winner. 144TEACHER'S GUIDE eNusH RADE Grammar tutor activity ‘+ Ask the groups to read rules for first conditional and underline the key words: possible future condition and result, consists of two parts, if clause before main clause, comma, after, don't use comma. ‘* Ask each group to tell the key words. ‘+ Let the groups study the if-clause and main-clause table for five minutes. ‘+ Ask the representatives from each group to explain what they understand using the information given in the text book. + Then give additional explanation to the whole class. Grammar Reference There are four main types of conditional (if) sentences in English. They are the zero ‘conditional, the first conditional, the second conditional and the third conditional. This part of the lesson focuses on the first conditional ‘+ We use the first conditional to talk about a possible filtéte condition and its result. + We uss the first conditional to refer to the present or future and the situation is real. ‘+ There are two clauses in the first conditional,senténces: if clause and main clause ‘+ The tense in the ‘if clause’ is the simple present,and the tense in the main clause is the simple future (here will and won't). ‘+ The if clause can come before or after the main clause. If it comes before the main clause, use a comma (,). If it comes after the main clause, don't use a comma, = Teach WZ, Practise Exercise 3: Ask students to read theiinsinuction. Ask them Students read the instruction. to underline the key words inthe halves of +——-They underline the key words in the halves the sentences in Column AandB. (Column —_ of the sentences in Column Aand 8. ‘A: get up late, don’t knowimeaning, run They match the two halves of each sentence away, stay home, don't havé pen / Column using the key words as the clues. B: see a snake, lend you mine, miss the bus, They compare their answers in pairs and dictionary, rains.) check their answers with the teacher. Ask students to match the two halves of each sentence using the key words as the clues. Do the first sentence as an example ‘Ask them to compare their answers in pairs. Check the answers with the class. Exercise 4: ‘Ask students to complete the sentences (1-5) | Students complete the sentences (1-5) with the correct form of the verbs given in with the correct form of the verbs given in brackets. brackets. 145GRADE? ENGLISH TEACHER'S GUIDE Teach Practise Ask them to underline the subjects before the blanks in the sentences. ‘Ask them to compare their answers in pairs, Check the answers with the class. They underline the subjects before the blanks in the sentences. They compare their answers in pairs and check their answers with the teacher. Exercise 5a: Ask students to complete the questions in Exercise 5a with the correct form of the verb i brackets. ‘Ask them to compare their answers in pairs, Check the answers with the class. Students complete the questions in Exercise 5a ‘They compare their answers in pairs and check their answers with the teacher. in Exercise 5b & 5c: Ask students to write the answers for the questions in Exercise 5a. Then ask them to repeat the questions after the teacher with correct intonation and stress. Organize students into pairs. Ask them to ask and answer the questions in pairs Students write the answers for the questions: in Exercise Sa. Then they repeat the questions after the teacher with.¢orrect intonation and stress. They ask and answer the questions in pairs. Tell them to give short answers. e.g. ‘What will you do if you lose your pen?" *! will look for it." + Making predictions’ Review Summary of lesson, Reflection on learning + The uses of will and won't * What are the uses of wil/ and won't? * The first conditional * When can we use the first conditional? * When do we need a comma in the first conditional sentences? Make a prediction using will or won't. Lesson, understand a weather forecast write a weather forecast : Let's writea weather forecast! By the end of this lesson, students will be able to: No. of periods: 3 Resources & Preparation « Asample weather forecast \ 146TEACHERS @UIDE This lesson focuses on Writing. eNcuisH RADE? Words and Expressions * wind speed, wind direction, hours of * Ask students the following questions: get from the weather forecast? There are four exercises. J ‘sunshine, precipitation, sunrise, _———— sunset, average, maximum. minimum Writing Introduction Have you ever read a weather forecast? What kind of information do you think you can Teach Practise Exercise 1: Ask students to look at the table in Exercise 1 and read the information they can get from a weather forecast to check their answers in the introduction. Ask them to read the weather forecast for ‘Yangon and complete the table in Exercise 1. Ask students to check the answers in pairs. Students lookatithe table in Exercise 1 and read the information they can get from a weather forétast to check their answers in the introduction, They fead the weather forecast given in Exercise "and complete the table. They check the answers in pairs. Exercise 2: Ask students to study the table in Exertise 2 and complete the weather forecast fohNay Pyi Taw. Ask students to compare the answers in pairs. Check the answers with the class: ‘Students study the table in Exercise 2 and complete the weather forecast for Nay Pyi Taw. They compare the answers in pairs. They check the answers. Exercise 3: Organize students into pairs. Ask students to study the,table in Exercise 3. Students write the forecastfor Mandalay. In pairs, students study the table given in Exercise 3. They write the weather forecast for Mandalay. Exercise 4: Organize students into groups of four. ‘Ask them to predict the weather for the town they live in, ‘Ask them to write a weather forecast based on their prediction. Ask students to exchange their weather forecast with another group and compare how their predictions differ. Students form into groups of four. They predict the weather for the town they live in. They write a weather forecast based on their prediction. They exchange their weather forecast with another group and compare how their predictions differ. 147GRADE? ENGLISH TEACHER'S GUIDE ‘Summary of lesson Facts to be included in a weather forecast * Writing a weather forecast Reflection on learning ‘© What does mph stand for? + What does precipitation mean? + What do E, W, S, N, NE, SW, NW and ‘SE stand for? 148