UNIT 4: WILD WEATHER
Nguyen Thi Thanh Ha, M.A.
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WARMING UP
1. Look at the photo and read the caption. When
and where does this weather usually occur?
2. Read the title “Wild Weather”. What do you
think you will learn about in this unit?
Extreme snow and cold in Zhangjiajie, Hunan Province, China
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WARMING UP (cont.)
1. Look at the photo and read the caption. When
and where does this weather usually occur?
The image is from China. You would
typically expect this extremely cold weather in
places farther north, the Arctic, parts of
Eastern Europe, etc.
2. Read the title “Wild Weather”. What do you
think you will learn about in this unit?
Wild Weather probably refers to examples
of extreme weather, or unusual weather.
Extreme snow and cold in Zhangjiajie, Hunan Province, China
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OBJECTIVES
• Academic track: Environmental Science
• Academic skills:
▪ Listening:
- Listen for Definitions
- Identify the Reduced “of”
▪ Speaking:
- Express Likes and Dislikes
- Discuss Ways to Reduce Greenhouse Gases
- Make Eye Contact in a Presentation
▪ Critical thinking:
- Activate Prior Knowledge
- Analyze Visuals and Rank
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OVERVIEW
7.1 Listening
7.2 Speaking
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7.1. LISTENING
7.1.1. Glossary 7.1.2. Critical thinking
7.1.3. Listening skill 7.1.4. Pronunciation
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7.1.1. GLOSSARY
• Episode of a podcast (n): tập tin phát thanh
• Meteorological (a): thuộc về thời tiết
• Weird weather (n): thời tiết kỳ dị
• Weather forecast (n): dự báo thời tiết
• Be fairly routine (a): khá là đều đặn, có quy luật
• Precipitation (n): mưa
• Sleet (n): mưa tuyết
• Hail (n): mưa đá
• Check temperature (v): đo nhiệt độ
• Meteorologist (n): nhà khí tượng học
• Wildfires (n): cháy rừng
• Sunny-day flooding (n): ngập úng do thủy triều dâng
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7.1.1. GLOSSARY (cont.)
• Prepare for sth (v): chuẩn bị cho điều gì đó
• Waterspouts (n): hiện tượng vòi rồng
• Whirling cloud (n): mây xoáy tròn
• Tornado (n): bão
• Crayfish (n): tôm đồng, tôm sông
• Drought (n): hạn hán
• Rainfall (n): lượng mưa
• Ball lightning (n): hiện tượng sét hòn
• A hissing noise (n): tiếng huýt gió
• Snow roller (n): cục tuyết lăn
• Tire (n): lốp xe
• Crystal (n): pha lê, tinh thể
• Raining frogs (n): mưa mù
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7.1.2. CRITICAL THINKING
Activate Prior Knowledge
• Prior Knowledge = all the things you already know.
• Prior Knowledge is used to help you understand more about a topic/ situation.
• For example:
Topic: A TV show about dangerous weather
Ask yourself: What do I know about this topic?
(Some storms are dangerous. Perhaps they will talk about tornadoes or lightning or typhoons. They might
give some advice about staying safe.)
• Practice:
Exercise 1: You will listen to a podcast about strange weather. Discuss the questions below.
File video: Link
1. What strange weather do you know about? Why is it strange?
2. Have you ever experienced strange weather? Explain the situation.
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7.1.2. CRITICAL THINKING (cont.)
Activate Prior Knowledge
Exercise 2: Look at the photo and discuss it.
1. What do you think is happening?
2. How might it be related to the subject of
the podcast?
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7.1.2. CRITICAL THINKING (cont.)
Answers will vary. Samples:
1. What do you think is happening?
The dog is walking around tons of dead
herring on a beach.
2. How might it be related to the subject of the
podcast?
The subject of the podcast might be about
the effects of climate change on animals’
living habitats.
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7.1.3. LISTENING SKILL
Listening for Definitions
• Definitions of important but unfamiliar words usually come after “Be” in the simple presents or the word “Or”.
• For example:
A water spout IS a whirling cloud like a tornado that forms over water.
Today, we’re going to talk about weird weather, OR not your usual rain, sun, and snow.
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7.1.3. LISTENING SKILL (cont.)
Listening for main ideas
File audio: Link
Exercise 3: Read the sentences. Then listen and choose the correct word or phrase to complete the
main ideas.
1. The podcast is mostly about _______weather.
A. Ordinary B. unusual C. dangerous
2. The definitions of two weather situations in the podcast involve wind whirling, or spinning around very quickly.
They are:
A. waterspouts and fire tornadoes
B. fire tornadoes and ball lightning
C. snow rollers and ice flowers
3. The speaker wants to _________________.
A. make listeners laugh B. sell a product C. inform listeners
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7.1.3. LISTENING SKILL (cont.)
Check your answers.
1. The podcast is mostly about _______weather.
A. ordinary B. unusual C. dangerous
2. The definitions of two weather situations in the podcast involve wind whirling, or spinning around very quickly.
They are:
A. waterspouts and fire tornadoes
B. fire tornadoes and ball lightning
C. snow rollers and ice flowers
3. The speaker wants to _________________.
A. make listeners laugh B. sell a product C. inform listeners
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7.1.3. LISTENING SKILL (cont.)
Listening for Details
File audio: Link
Exercise 4: Listen again. Match the phrases to their definitions.
1._______ a whirling cloud like a tornado that forms over water a. snow roller
2. ______ a tight whirling cloud of fire b. water spout
3. ______ a round shape in sky; can be red, orange, or blue c. ice flower
4. ______ an event that can occur when wind moves over loose d. ball lightning
sticky snow, causing it to move e. fire tornado
5. ______ a beautiful crystal formed by very low temperatures
and dry air moving over water
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7.1.3. LISTENING SKILL (cont.)
Listen again. Check your answers
1._______ a whirling cloud like a tornado that forms over water a. snow roller
2. ______ a tight whirling cloud of fire b. water spout
3. ______ a round shape in sky; can be red, orange, or blue c. ice flower
4. ______ an event that can occur when wind moves over loose d. ball lightning
sticky snow, causing it to move e. fire tornado
5. ______ a beautiful crystal formed by very low temperatures
and dry air moving over water
Answers: 1. b 2. e 3. d 4. a 5. c
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7.1.3. LISTENING SKILL (cont.)
Critical thinking: Analyzing
Exercise 5: Discuss the question.
The meteorologist says, “Ball lightning moves fast and doesn’t last long, so it’s hard to study.”
Which of the other weather situations might be hard to study and why?
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7.1.3. LISTENING SKILL (cont.)
Possible answer
• A fire tornado would be difficult to study because it is too dangerous to get close to.
• A waterspout might be difficult to study, since it forms over the water and loses power when it gets to land.
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7.1.4. PRONUNCIATION
Reduced of
• We link and reduce unstressed words in natural speech.
• The word “of” /ɒv/ is reduced to /əv/
Careful Speech Reduced of
A lot of snow (sounds like) a lot -əv snow
Most of my friends most-əv my friends
A ball of lightning a ball-əv lightning
The rest of the podcast the rest-əv the podcast
Listen and repeat.
File audio: Link
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7.1.4. PRONUNCIATION (cont.)
Exercise 6: Practice saying the sentences below with a partner. Use reduced “of”.
1. I have a couple of questions for you.
2. A lot of people want to know if it will snow.
3. There are droughts in many parts of the world.
4. Suddenly, a strong gust of wind hit them.
5. Most of the storms were still far away.
6. We could get a lot of rain.
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7.2. SPEAKING
7.2.1. Speaking skill 7.2.2. Presentation skill
7.2.3. Speaking task
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7.2.1. SPEAKING SKILL
• Expressions to say that we like or dislikes something:
I (really) like… I enjoy… I prefer… I love…
I (really) don’t like… I don’t care for… I dislike… I can’t stand…
• It’s polite to give a reason when saying you like or dislike something.
Eg:
I really like rain because I stay inside and read.
I don’t like Greenland. It’s too cold for me.
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7.2.1. SPEAKING SKILL (cont.)
Exercise 7: Read and listen to an interview between a student and a meteorologist
Student: Do you like being a meteorologist?
Meteorologist: Oh, yes. I really like it. I’ve always liked science.
Student: Do people get angry with you when your forecast is wrong?
Meteorologist: Yes, sometimes they do, but that’s understandable. Even I can’t stand it when I want to do
something outdoors and it rains!
Student: Did you ever work in a weather station?
Meteorologist: Yes. I worked at a station in Antarctica. I loved it! I did a lot of research.
Student: So, you like cold weather then?
Meteorologist: Oh, no. I really don’t like the cold. But Antarctica is very interesting.
Student: I’m actually studying to be a meteorologist.
Meteorologist: Really? That’s great!
File audio: Link
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7.2.1. SPEAKING SKILL (cont.)
Exercise 8: Practice the interview with a partner. Underline the expressions that tell you what the
speakers like or dislike and the reasons they give
Student: Do you like being a meteorologist?
Meteorologist: Oh, yes. I really like it. I’ve always liked science.
Student: Do people get angry with you when your forecast is wrong?
Meteorologist: Yes, sometimes they do, but that’s understandable. Even I can’t stand it when I want to do
something outdoors and it rains!
Student: Did you ever work in a weather station?
Meteorologist: Yes. I worked at a station in Antarctica. I loved it! I did a lot of research.
Student: So, you like cold weather then?
Meteorologist: Oh, no. I really don’t like the cold. But Antarctica is very interesting.
Student: I’m actually studying to be a meteorologist.
Meteorologist: Really? That’s great!
File audio: Link
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7.2.1. SPEAKING SKILL (cont.)
Listen again and check your answers.
Student: Do you like being a meteorologist?
Meteorologist: Oh, yes. I really like it. I’ve always liked science.
Student: Do people get angry with you when your forecast is wrong?
Meteorologist: Yes, sometimes they do, but that’s understandable. Even I can’t stand it when I want to do
something outdoors and it rains!
Student: Did you ever work in a weather station?
Meteorologist: Yes. I worked at a station in Antarctica. I loved it! I did a lot of research.
Student: So, you like cold weather then?
Meteorologist: Oh, no. I really don’t like the cold. But Antarctica is very interesting.
Student: I’m actually studying to be a meteorologist.
Meteorologist: Really? That’s great!
File audio: Link 25
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7.2.2. PRESENTATION SKILL
Making Eye Contact
• Eye contact lets your audience know you are talking to them and make them want to listen to you.
• If you are using notes, look up often and make eye contact.
• Each time you look up, look into the eyes of a different audience member.
• Remember:
▪ Not making enough eye contact can cause the presentation to be unclear.
▪ Too much eye contact, or staring at one particular spot, is also distracting.
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7.2.3. SPEAKING TASK
Discussing Ways to Reduce Greenhouse Gases:
You are going to explain the process of global warming and participate in a discussion about reducing
greenhouse gases.
Stage 1. Note-taking
Exercise 9:
• With a partner, look up terms “global warming” and “greenhouse gases”.
• Then, listen to a conversation about global warming.
• Take notes on the process and the effects of greenhouse gases.
File audio: Link
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7.2.3. SPEAKING TASK (cont.)
Possible answers
• global warming = result of greenhouse gases + Earth’s temp
• prod. CO2 when burn oil, coal, gas, and breathe
• prod. methane when mine coal, raise cattle, grow rice
• CFCs in fridges + spray cans
• gases collect in atmsphr; keep heat in
File audio: Link
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7.2.3. SPEAKING TASK (cont.)
Stage 2. Critical thinking: Analyzing visuals
Exercise 10: Look at the diagram. Use the words in the diagram, your notes from exercise 9 and your
own ideas to explain the process of global warming to a partner. Then switch roles.
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7.2.3. SPEAKING TASK (cont.)
Sample answers
• Global warming is the long-term warming of the planet’s overall temperature. As the human population has
increased, so has the volume of fossil fuels burned.
• Fossil fuels include coal, oil, and natural gas, and burning them causes what is known as the “greenhouse
effect” in Earth’s atmosphere.
• The greenhouse effect is when the Sun’s rays penetrate the atmosphere, the heat cannot escape back into
space when reflecting off the surface. This is because gases produced by the burning of fossil fuels prevent
the heat from leaving the atmosphere.
• These greenhouse gasses are carbon dioxide (CO2), chlorofluorocarbons (CFC), water vapor, methane
(CH4), and nitrous oxide (N2O).
• The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise
known as global warming.
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7.2.3. SPEAKING TASK (cont.)
Stage 3. Critical thinking: Ranking
Exercise 11: With your partner, rank the ways people can reduce greenhouse gases in the air from 1
(most helpful) to 5 (least helpful).
_____ ride a bicycle or take the bus most places
_____ use less electricity at home
_____ plant more trees in cities
_____ buy local products instead of products from other countries
_____ recycle old bottles and cans
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7.2.3. SPEAKING TASK (cont.)
Stage 4. Presenting
• Explain the process of global warming.
• List some ways to reduce greenhouse gases in the air.
• Decide on the most important thing people can do to reduce greenhouse gases. Explain your reasons.
• Practice making eye contact while you speak.
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SUMMARY
LISTENING: A Podcast about Strange Weather
Critical thinking: Activate Prior Knowledge
• Prior Knowledge = all the things you already know.
• Prior Knowledge is used to help you understand more about a topic/ situation.
• Ask yourself: What do I know about this topic?
Listening skill: Listening for Definitions
Definitions of important but unfamiliar words usually come after “Be” in the simple presents or the word “Or”.
Pronunciation: Reduced of
• We link and reduce unstressed words in natural speech.
• The word “of” /ɒv/ is reduced to /əv/
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SUMMARY (cont.)
SPEAKING: Discussing Ways to Reduce Greenhouse Gases
Speaking skill: Expressing Likes and Dislikes
I (really) like… I enjoy… I prefer… I love…
I (really) don’t like… I don’t care for… I dislike… I can’t stand…
Presentation skill: Making Eye Contact
• Eye contact lets your audience know you are talking to them and make them want to listen to you.
• If you are using notes, look up often and make eye contact.
• Each time you look up, look into the eyes of a different audience member.
• Remember:
▪ Not making enough eye contact can cause the presentation to be unclear.
▪ Too much eye contact, or staring at one particular spot, is also distracting.
Critical Thinking: Analyzing visuals and ranking
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