ASUNTO DEL DOCUMENTO EN EL MAIL: NATALIA CABRAL - ANABELA
HEINRICH – TF GRUPO 5 AULA 407
Nombre del curso: Enseñanza de la lectura en inglés y
tipos textuales
Nombre de los integrantes del grupo: NATALIA CABRAL Y
ANABELA HEINRICH 1º cohorte 2018. Aula 407
INTRODUCTION:
The following teaching sequence is focused on a genre-
based approach. The activation of students’ prior
knowledge is essential. Different text features are
considered in the design of this teaching sequence, such as
the location, the topic, the visual elements, the setting, the
target reader, the author, and finally the cognates which
are discussed in the pre-reading task.
All these features of the language from a top-down
approach make it possible for students to reach a good
understanding of the text before reading it in detail. In
other words, this type of approach helps the reader to
anticipate or predict content, which is essential to read with
a purpose, for example to check if their predictions were
right.
To make the sequence more meaningful we are going to
deal with grammatical resources and lexical cohesion. Both
aspects will enhance a better understanding of the topic.
This text was specifically chosen considering both students’
interests and the curriculum design; since students attend
Humanities and Social Sciences orientation and most of
them live in a neighborhood that is highly affected by
pollution, thus a sense of social conscience is raised.
http://www.everythingconnects.org/pollution.html
November 13 , 2013th
Website designed, developed, and maintained by George Tsiattalos
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Environmental Pollution
Pollution can take many forms: the air we breathe, the water we drink, the soil
we use to grow our food, the lit-up skies and even the increasing noise we hear
every day can all contribute to health problems and a lower quality of life with
major disruptions and effects on wildlife and ecosystems. One of the greatest
problems that the world is facing today is that of environmental pollution,
which is causing grave and irreparable damage to the natural world and human
society with about 40% of deaths worldwide being caused by water, air and soil
pollution and coupled with human overpopulation has contributed to the
malnutrition of 3.7 billion people worldwide, making them more susceptible to
disease. A polluted environment is a polluted society - one we created and one
only we can renew. Pollution is defined as the introduction of harmful
substances or products into the environment, which are typically foreign
substances, particularly a contaminant or toxin, that produce some kind of a
negative or harmful impact on the environment or living beings. Pollution occurs
in many forms {ranging from chemicals in the form of gases or liquids, noise,
energy sources such as light or heat, or solids such as the types of waste that
end up in landfills}. Even naturally occurring substances, such as carbon
dioxide and mercury, can be considered pollution when additional quantities are
added to the environment in unsafe amounts by industries which can have
detrimental effects on the environment and all forms of life, including humans.
Read more: Pollution - Everything Connects
Gulf Oil Spill in Alabama, June 12, 2010 | © Danny E Hooks
PRE-READING TASKS:
BEFORE PRESENTING THE TEXT TO THE STUDENTS THE TEACHER SHOWS
THEM FOUR PICTURES OF DIFFERENT TYPES OF POLLUTION TO ELICIT
THE TOPIC OF THE TEXT THEY ARE GOING TO READ ABOUT.
THE PICTURES ARE: (The teacher sticks them on the bb)
ONCE THEY DISCOVER WHAT THE TOPIC OF THE TEXT IS, THE TEACHER
ASKS THEM WHAT TYPE OF POLLUTION EACH PICTURE SHOWS AND
WRITES THE STUDENTS ANSWERS BELOW EACH PICTURE.
AFTERWARDS, THE TEACHER WRITES THE KWL CHART ON THE
BLACKBOARD.
Know Want to know Learned
Brainstorming exercise= The teacher tries In the while reading stage the
Types of pollution: air, to make students questions from the W column
water, soil, noise pollution. ask themselves will be answered. The
The students express orally these questions. possible answers can be: It is
their background knowledge What is pollution? related with a toxic substance
on the topic and compare it What kinds of that contaminates the
with the pictures shown at pollution are environment.
the beginning of the class. there? There are four kinds of
They are asked questions Why is pollution pollution: air, water, soil and
such as what do you think something bad noise pollution.
the consequences of these for all of us? Pollution is something bad for
different kinds of pollution How can we all of us because we can die
may be? In case of no produce or get sick.
answer, the teacher writes pollution? Pollution can be produced for
some options on the What can we do example when we throw
blackboard such as: It may to stop polluting garbage into the sea or the
cause death to some people the environment? rivers producing the
or animals, It is harmful for contamination of the water.
everybody.
THE BRAINSTORMING EXERCISE AT THE VERY BEGINNING OF THE CLASS
WILL BE COMBINED WITH ASKING STUDENTS TO COMPLETE THE FOLLOWING
CHART IN PAIRS AFTER COMPLETING THE KWL CHART FROM THE
BLACKBOARD ALL TOGETHER.
COMPLETE THE FOLLOWING TABLE:
Choose the type of text you think Article? Recipe? Novel? Newspaper
this text is. Report? Textbook? Movie Review?
Telephone Conversation?
Setting (where was the text
published and when)
Author of the text
Target reader
Visual elements and style: formal
or informal? Written or spoken?
Cognates or transparent words
IF NECESSARY THE TEACHER WILL ASK STUDENTS THESE QUESTIONS SO
THAT THEY CAN FULFILL THE GIVEN CHART: WHAT TYPE OF TEXT (GENRE) IS
IT? WHERE CAN I READ THIS TEXT? WHAT IS THE ORGANIZATION OF THE
TEXT? IS IT FORMAL OR INFORMAL? IS IT WRITTEN OR SPOKEN? WHO WRITES
IT? WHO READS IT?
WHILE / CORE READING TASKS:
SCANNING FOR SPECIFIC INFORMATION:
Try to find in the text the definition of pollution and underline it.
REVISING PREDICTIONS WHILE READING:
Do you find any of the types of pollution you mentioned before?
FOCUSING ON THE CLIL METHODOLOGY FOR LANGUAGE TEACHING
AND LEARNING:
How can this topic be related to another subject at school in Spanish?
In case of no answer from the students, the teacher will ask them:
Do you think you can learn about Pollution in Maths for instance or in
Natural Sciences?
THE L COLUMN WILL BE COMPLETED IN THIS STAGE AS SHOWN ABOVE.
SOLVE THE FOLLOWING EXERCISES:
1) MATCH THE FOLLOWING HEADINGS (1 TO 4) WITH THE
DEFINITIONS (A TO D) BELOW. WRITE THE LETTER OF THE
CORRECT DEFINITION NEXT TO EACH HEADING.
1) SOIL POLLUTION
2) WATER POLLUTION
3) AIR POLLUTION
4) NOISE POLLUTION
A) The presence in the air of one or more
substances at a concentration or for
duration above their natural levels, with the
potential to produce an adverse effect.
B) The propagation of noise caused by
machines, transport and transportation
systems with harmful impact on the activity
of human or animal life.
C) An undesirable change in the physical,
chemical or biological properties of the soil,
which is harmful to environment, living
organisms and plants.
D) The presence of any substances in water
which can be harmful for plants and
animals that live in water or people who use
it.
2) LOOK AT THE FOLLOWING ANIMATED PICTURES WHICH SHOW
THE DIFFERENT TYPES OF POLLUTION SEEN IN THE TEXT AND
WRITE BELOW THEM THE TYPE OF POLLUTION THEY ARE.
___________________________ _________________________
___________________________ __________________________
3) COMPLETE THE FOLLOWING CROSSWORD
1) P__________
2) _ O__
3) ______ L
4) ___ L___
5) _ U___
6) __ T__
7) _ I_
8) _ O___
9) _ N_________
CLUES:
1) Related to the act of spreading or increasing something.
2) The pollution of the land.
3) A synonym of dangerous.
4) The science which studies the living organisms.
5) People in general belong to the ________ race.
6) The liquid that all living beings need to live.
7) It is related to what we breathe every day.
8) A loud or an unpleasant sound that causes disturbance.
9) The surroundings or conditions in which a person, animal or plant lives.
POST- READING TASKS:
1) Imagine that you are a news reporter for an important and renowned
radio program and a very famous environmental researcher is visiting the
radio program this coming week. Therefore, you are supposed to
interview him about our environmental pollution taking into account the
different types of pollution that exist and their causes and consequences
on the health of all living beings. Write 10 possible questions to ask him.
THE POSSIBLE QUESTIONS COULD BE:
What is pollution?
Which are the types of pollution that mostly affect the area?
Are inhabitants conscious of the problems that may arise?
What can be done to raise awareness?
Which are the most dangerous pollutants?
Are animals affected by pollution?
“A polluted environment is a polluted society”, how can we “clean”
our society?
Does the problem affect may countries?
How are factories reacting? Are they adopting environmentally
friendly policies?
Is the government taking any measure to revert the situation?
1) Taking into account the information collected in the interview make a
chart to be exposed on the wall from the classroom or upload it on the
web page from the school if the institution has one.
THE POSSIBLE CHART COULD BE:
TYPE OF POLLUTION CAUSES CONSEQUENCES
SOIL The use of fertilizers Brain damage
Factories waste Acid rain
AIR The release of CO2 Toxicity.
by cars.
Difficulty to breathe.
Factories.
Reduction of O2
Chopping down trees.
WATER Plastic bags, bottles, Long descomposition.
nappies, etc
Animals in danger
Factories waste
Petrol by ships
NOISE Overpopulation of Stress, irritation,
means of transport headaches. Diminution
of concentration.
2) The exposition of the chart should be explained orally to the whole class
and other teachers who may like to listen to it.
3) The teacher divides the class in 4 groups. Each group chooses a type of
pollution from the given text and finds out information about it taking into
account its causes and consequences to give an oral presentation the
following class.
4) Students will find out which types of pollution surround them and how this
affects their lifestyles. (In this case the main type of pollution is water
pollution, which causes floods and bad smells. The river has been
cleaned a number of times, but people keep throwing stuff in the river)
LANGUAGE/GENRE AWARENESS TASK(S)
We are going to work with discourse aspects that will help students both to understand
the thorough meaning of the text and to organize their oral presentation. Mainly we are
going to deal with cohesive devices within the text.
FOCUS ON REFERENCE: What do the underlined phrases refer to? Do they refer to
information which is previously mentioned? Or information which is about to come?
(one, which, them, that)
TEXT CONNECTIVENESS: Does the underlined word make reference to anything?
Does it work as a connector?
{ranging from chemicals in the form of gases or liquids, noise, energy sources
such as light or heat, or solids such as the types of waste that end up in
landfills}.
Find another instance of ‘that clause” (that the world in the first paragraph)
What is the function of “such as” in the extract?
LEXICAL COHESION:
The text deals with a lot of repetition and topic vocabulary.
There are several instances of superordinates, which we can use to create
graphic organizers.
POLLUTION: air, water, soil
HARMFUL SUBSTANCES: contaminant, toxin, chemical
ENERGY SOURCES: light, heat
SOLIDS: waste
NATURAL SUBSTACES: CO2, mercury
NOMINALIZATION:
The focus of this activity is to highlight word selection to make messages
clearer even though you are not explicitly saying what you think. This means we
are going to deal with the ideology of the text/writer.
The following nouns are taken from the text. Are they positive or negative
words?
Damage-death-disease-disruptions
ADJECTIVES.
We can show how affixes work
Detrimental-unsafe-harmful
After this sequence students are supposed to get that pollution is something
negative and that the organization behind the article is strongly against pollution
and people who pollute.
