Teaching Weather to ESL Students Term Paper

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or, on a rainy day, students could demonstrate staying inside, doing chores or crafts, catching up on homework while talking to friends over the phone or the computer, and so on.

Every weather day must also contain a reference to a different verb or activity as well as noun. For instance, one can't just say, 'there will be sun,' one must also say, 'it is sunny, so it is a good day to take a walk outside.' These illustrations of activities should include short conversations to reinforce vocabulary like, 'it's so warm in here, but it is so cold outside!' With students with a higher level of English proficiency, they might include things like how to stay safe in very cold or icy weather, or how to stay cool in hot weather. Lastly, using the newspaper as a resource, at the end of the broadcast, students could bring up an unusual weather event somewhere around the world -- such as a hurricane or an earthquake, and the reasons that this event occurs.

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Evaluation: If the teacher has the time and access to video equipment, this project could be taped, so students could write their own evaluations of their own work. Collectively, the project should be graded as follows: did the broadcast make use of all the designated vocabulary words and grammatical constructions required of the teacher? Were all the students used reasonable equitably, depending on their varied levels of speaking proficiency and comfort speaking before the class? Did the report, given the newspaper resources use, prove to be accurate as well as creative? Individually, students should be graded on level of difficulty of role in the presentation as well as proficiency and apparent comfort with the material. If desired, the broadcast could be shown to another class, possibly creating a similar weather related project for additional input. The final evaluation would be: Group Grade a-F/Individual Grade a-F.....

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"Teaching Weather To ESL Students" (2004, December 03) Retrieved May 21, 2025, from
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