TEFL CLIL and EAP Resources

22/08/2012

For Students and Teachers: Macchu Picchu A Multi Media Project

 


Video 1

Sorry this video can't be embedded.  Please watch it at http://video.nationalgeographic.com/video/specials/ancient-mysteries/machu-picchu-temples/

Video 2



For Students:- Climate Change Sentences Using Academic Vocabulary


Focus of resource is to develop functional language and express purpose (Cause and Effect).

Check out these sentence formations


  • (so that + subject + verb)
We need to stop drilling at the Arctic so that natural resources are preserved for the future.


  • (in order that + subject + verb)
The world needs to stop burning so much fossil fuel in order that global warming reduces. 


  • (to + infinitive)
To prevent further global warming climate scientists need to continue monitoring the situation.


  • (in order to + infinitive)
In order to protect polar bears humans should not overfish the Arctic Waters.


Watch the presentation on global warming.



Try to think of the consequences of climate change and compose your own sentences using these phrases:

made…
…consequently…
lead to…
Since…, …
Owing to…, ….
. resulted in…
triggered…
, triggering…
Because of…, …
caused…
allowed…

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For Teachers:-The Arctic – Change at the Top of the World


http://explore.org/#!/videos/player/arctic-change-at-the-top-of-the-world 

I recommend this video for Upper Intermediate and Advanced learners because of the level of the vocabulary, the fluency and deeper understanding which is needed to do justice to the topic.

I have divided this resource up into manageable parts for TEFL teachers and learners.  It can be used as a whole and I personally recommend this because there is a great story behind it. Or perhaps if you just need to home into certain aspects of the report you could do that also. I have given timings for each part so you know when a convenient part to stop is allowing you to discuss, do activities and ensure student understanding. The resource could also be spread over several lessons encouraging students to read, research and expand their knowledge in the process. 

The first part of the video is transcripted below with ideas on how to develop questioning and suggestions to activities that could develop as you follow the report through.

A. Reflection on Poem

00.00.00 to 00.00.14

I am not the seagull or the jet plane
I am not the seal or the ship
I see not the caribou or the snowmobile
And I'm sitting here wondering about tomorrow”

Jimmy Patsuaq, Naumealuk from 'Wondering in Silence'

I love the contrasts within each line of this poem. The 'natural aspects' versus the 'man-made', the contrasts are being drawn from different times - 'yesterday' versus 'today'. And perhaps all we can do is wonder about tomorrow!

Activity: Collect feedback from students about what they think about the poem.

The video report explores the Arctic as it was yesterday and how it is today. Maybe with more collaboration, more 'sister city agreements' and a better vision of the future; we can start to find a way forward.

'exploring, learning, loving, understanding and protecting the natural world'

(quote at end of video from Hayley Shephard, Expedition Leader on the Akademik Loffe)


B. Introduction

00.00.14 to 00.01.23

Activity Have the word 'fragile' on the board. Brainstorm it in a spider diagram allowing the students to define it. Elicit and correct as necessary.

Q. Which parts of the earth are the most fragile?

Q. What are some of the possible effects of global warming?

Q. What is one of the key issues for this Arctic Region?

Q. What do you think it means to have a spiritual sense of the land?


C. Resolute, Meeting the Mayor of Iqaluit and the Discussions with the Women Elders

00.01.24 to 00.06.50

The film starts in a place Resolute. Charles meets the Mayor of Iqaluit, the new capital city of this New Inuit Territory - Elisapee Sheutiapik

Fact: - Nunavut became it's own territory in 1999
Activity: Get students to jot down the facts about Nunavut to form a miniature fact file. (00.02.55)

Q. What are Elisapee favourite parts of her job as Mayor?

Elisapee talks of the 'calm' of the region. Get students to pronounce the word for that.

Q. What is her favourite hobby?

Q. Define global warming?

Q. Describe the elders way of hunting?

Activity: Get the students to note down some of the observations of the Arctic by Inuit women from the scene in an Inuit home in Arctic Bay:
  • it is much warmer than it used to be. Freezing doesn't occur until November which is much later than before.
  • the seasonal cycle of snow and ice is different to it was previously
  • they are concerned about how climate affects wildlife
  • without wildlife they cannot make the clothes that keep the hunters warm
  • caribou skin is the warmest clothing you can have
  • produced a specimen so the youth could see how they dressed before they settled into communities and use the clothing they do now
Charles was trying to learn some local customs and traditions here. For example: how to raise the eyebrows to differentiate a 'yes' or 'no' answer. Students could break for a short while and have fun experimenting with these facial expressions before you break.

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