Cuaderno 1esb

7/30/2019 Cuaderno 1esb

1/32

Dieccin Gene de Cutu Educcin

Pgm de Educcin Puiinge e Intecutu

Cuden de tbjp e u de 1e de Ings

de Educcin Secundi


2/32

Provincia de Buenos Aires

Gobernador

Dn. Daniel Scioli

Vicegobernador

Lic. Gabriel Mariotto

Directora General de Cultura y Educacin

Presidenta del Consejo General de Cultura EducacinDra. Nora De Lucia

Vicepresidenta 2 del Consejo General de Cultura y Educacin

Pro. Jorgelina Fittipaldi

Subsecretario de Educacin

Ing. Carlos Gianella

Coordinadora del Programa de Educacin Plurilinge e Intercultural

Mg. Silana Barboni

Directora Provincial de Educacin Secundaria

Mg. Claudia Bracchi

Director Provincial de Proyectos Especiales

Cdor. Fernando Spinoso

Director de Contenidos Educativos

Pro. Fernando Arce


3/32

Presentacin

Este cuadernillo para el aula de ingls de 1er ao de ingls de EducacinSecundaria intenta dar cuenta de la importancia de las lenguas en nuestrosistema educatio. Ho sabemos que el uso exible de lenguas resulta un recurso

undamental para constituirnos en ciudadanos actios. Conocer lenguas posibilitamaores nieles de participacin a niel local e internacional en tanto las mismashabilitan a un ciudadano a interactuar en contextos diersos sobre una multiplicidadde temas de inters para las sociedades contemporneas. Es por ello undamentalalentar a los jenes para que logren una maor comprensin e interaccin dentro uera de sus comunidades etnolingsticas a tras de prcticas comunicatiascon lenguas diersas.

Las unidades de este cuadernillo, en coherencia con nuestra normatiacurricular, atienden a mostrar ariados aspectos de la identidad de los seres humanosen un mundo global caracterizado por la diersidad, una diersidad que se expresaen el uso de lenguas que hacemos los seres humanos. Por otra parte, las unidadestocan temticas de inters para los jenes de nuestras escuelas, permitiendoanalizar en la clase de la escuela secundaria la orma en que los seres humanos nosmiramos a nosotros a otros; las ormas en que nos inculamos e interactuamospara mltiples propsitos usando lenguas; las ormas en que construimos unaidentidad dinmica conrontados con estereotipos e ideas naturalizadas sobre elotro nosotros en pos de una maor comprensin de nosotros mismos de nuestrolugar en el contexto regional e internacional. Entendemos que esta interaccin,cuando es promoida en los mbitos educatios, permite el desarrollo de unaconciencia intercultural, la cual propicia mejores mecanismos de interaccin participacin en las sociedades actuales.

En lo que se reere al tratamiento de la lengua, las unidades presentanextractos de discurso. Como tales, dichos extractos son exponentes de gnerosdiscursios diersos, con un uerte nasis en aquellos textos orales escritosque dan cuenta de una diersidad de oces miradas sobre un mismo tema. Elabordaje de dichos extractos atiende a que los alumnos de las Escuelas Secundariaspuedan interpretar crear signicados al apropiarse de prcticas discursias queles permitan ser mejores comunicadores. Los aspectos discursios, lexicales gramaticales sugeridos en las unidades son slo algunos de los aspectos que losalumnos podrn trabajar en las clases con la mediacin del docente, pero no seagotan en las actiidades propuestas. Creemos que la experticia de los docentesa cargo de la materia ingls nutrir la propuesta de este cuadernillo de mltiplesormas la creatiidad de nuestros jenes al abordar las actiidades propuestasserir de disparador para nueas mejores propuestas de trabajo para el aula.

Mg Silvana Barboni

Coordinadora

Programa de Educacin Plurilinge e Intercultural


4/32

Cntents

INTRODUCTION Welcome to Secondar School .........................................................

UNIT 1 Language in Freedom ..............................................................................................

Part 1: The anthem remixed? ...........................................................................................Part 2: Smbols o national identit ....................................................................................Projects Bank ..............................................................................................................................

UNIT 2 Being oung around the world .............................................................................Part 1: Teenage ears ...............................................................................................................Part 2: Parents and us ..............................................................................................................Projects Bank ..............................................................................................................................

UNIT 3 Hands ..............................................................................................................................Part 1: Hands that work ...........................................................................................................Part 2: Hands to make riends ...............................................................................................Projects Bank ..............................................................................................................................

UNIT 4 Blue treasure ................................................................................................................Part 1: Obsering water sources ..........................................................................................Part 2: Going green ..................................................................................................................Projects Bank ..............................................................................................................................

BIBLIOGRAPHy ..........................................................................................................................

Textos: Mg. Silana BarboniDiseo Diagramacin: dgp Adriana MuraIlustracin: Pro. Mara Jimena Somoza, Pro. Mara Jos Suarez Lic. Nadia

Romero MarchesiniFotograa: Liliana Bidonde

2013, Direccin General de Cultura EducacinProincia de Buenos Aires

ISBN 978-987-676-060-7

Hecho el depsito que marca la Le N 11.723.Impreso en Argentina.

Ejemplar de distribucin gratuita. Prohibida su enta.

3

5

678

9101114

15161920

21222528

29

Cuaderno de trabajo para el aula de 1er. ao de ingls de educacin secundaria /;coordinado por Barboni Silana. -1a ed.- La Plata: Direccin General de Cultura Educacin de la Proincia de Buenos Aires, 2013.30 p.; 29x21 cm.

ISBN 978-987-676-060-7

1. Ingls. 2. Educacin Secundaria. I. Silana, Barboni, coord.CDD 420.712


5/32

Direccin General de Cultura y Educacin

Intductin


1. In Argentina secondary education is a right of all young people. Listen to the

students in the picture, what do they say? Why is Secondary School important

for them? What topics do they mention? Match.

Sofa Daniel Deborah Enrique Juana Nahuel

friends future studies work

Why is it important for you?

Use these expressions to help you:

Introduction

Welcome to Secondary School

To me,

In m opinion, Secondar Education is because

I think,

As I see it,


6/32

Intductin


Cuaderno de Trabajo para el Aula de Ingls de 1er Ao ESB

Secondary Education in numbers

More than one million teenagers go to secondar school in our Proince. SecondarEducation is now a right or all the teenagers in Argentina but still some oung peopleare not going to school. Unortunatel, this is also happening in other parts o theworld.

UNICEF reports sa that there are big contrasts in dierent parts o the world. Forexample, in Europe more than 90 % o students nish school. In other continents thesituation is dierent. In some parts o Arica onl 20% o oung people go to secondarschool. The situation is worse i ou compare bos and girls. In some parts o the worldthe do not consider education important or a girl. For example, in yemen, eer 100bos going to school there are onl 41 girls in the same situation.

Secondar Education is a right. Secondar Education is essential or indiidual childrento achiee their ull potential, and or nations to adance in social and economicdeelopment. But onl 60 per cent o teenagers attend secondar school in the worldtoda!

2. Read the tet. Find inormation about:

a. the situation in Argentina.

b. comparisons in dierent continents.

c. dierences between girls and bos.

d. wh secondar education is important.

3. About you:

a. What do ou like about secondar school?

b. Whats our aourite subject?

c. Whos our aourite teacher?

d. In our amil, did anone else stud at secondar school?

4. Listen to these students talking about their course. Complete the chart:

Name Course Students in the course Favourite subject

Daniel 1st ear 10 bos and 15 girls P.E.

Juana

Deborah

Enrique

Soa

Nahuel


7/32


Unit 1


Language in Freedom

Pehendu manor, sapuki marangatu:Nesso, nesso, nesso!Pehendu manor satso osunma.Pema apka jegua jojaha angatur.

Ijapka jegua Porve oipeamaTet mini joapkura vgua.Ha sso arapgua hei je:Tva guasu argentino hesi.Tva guasu argentino hesi.Ha sso arapgua hei je:Tva guasu argentino hesi.

Ani opa ajuikuraJahupt vaekue oondive.Jahupt vaekue oondive.ane akngora terakure jaikoveTr aeme amano peve.Tr aeme amano peve.Tr aeme amano peve.

Argentinian National Anthem in Guarani

(you can listen to the audio of this version of our anthem at the following web site:http://heraldicaargentina.com.ar/2-HimnoNacionalArgentino.htm)

Unit 1


8/32

Unit 1



Part 1: The anthem remied?

An Argentine teenage band sings the national anthem in English!!!

Dail Express | Thursda, 21 st June 2012 : 11:39

Three Argentine teenagers ages 11, 12 and 14 rom Cordoba pla a strangeersion o the Argentine national anthem, it is in English. The band is a rock triocomposed o Mil, Renata and Franco, 14, 12 and 11 ears respectiel. The eroung team members rock the anthem, the sing it in English, and the een mixit with other songs.

Since Charl Garcias ersion o the National Anthem in times o Argentine rockdeelopment, a lot o water passed under the bridge. But these kids are happto go a step urther, and the sing it in English ollowing a trend among oungArgentine bands: to sing some o their songs in English.

The purpose o this recording is to demonstrate the world that our nationalanthem is a beautiul song and we want to make it known. We need to use Englishbecause English is considered an international language. I we sing it in English,people rom all oer the world will listen to it and understand the message in thesong and enjo its music and beaut.

Some people think it is not a good idea to sing our anthem in English. The sa thatlanguage is important as a smbol o identit but is Spanish the onl language thatrepresents us in plurilingual Argentina? Some other people also sa that creatiitcannot be censored and thus, we cannot censor artists or their productions.Then, wh not listen to the English ersion o the anthem and draw our ownconclusions?

Hear, mortals, the sacred cr:Freedom! Freedom! Freedom!Hear the noise o broken chains,see the noble Equalit enthroned.

For their most honourable throne has been openedB the United Proinces o the South.And the ree ones o the world repl:To the great Argentine people, hail!To the great Argentine people, hail!And the ree ones o the world repl:


9/32


Unit 1


To the great Argentine people, hail!And the ree ones o the world repl:To the great Argentine people, hail!

Ma the laurels be eternal,that we knew how to win.Let us lie crowned with glor...

or swear to die gloriousl!

a. Find in the tet inormation about:

the band.the bands ideas on the English ersion o the anthem.peoples ideas on the bands ersion o the anthem.

b. Your own opinion:

I. Do ou like listening to the anthem in other languages and ersions? Wh? Wh

not?

II. Wh is it important or aboriginal communities to listen to the anthem in theirown language?

III. Wh do ou think a national song is so important or a countr?

Iv. Do ou like the lrics o our national anthem? Do ou think it shows Argentinasidentit and histor?

v. Find out about other national anthems o countries in Latin America. Are therean similarities with our national anthem?

Part 2: Symbols o national identity.

a. What is a national emblem?

A national emblem is a smbol that represents a nation. Most national emblemsoriginate in the natural world, such as animals or birds, but other objects can alsoconstitute emblems such as the national ag, the coat o arms, or other patrioticmaterials. A national emblem is not necessaril a amous object or landmark. Forexample, the obelisc is not a national emblem. Among the national emblems oucan nd the national colour, the national coat o arms, the national ag, the nationalower, the national bird and the national anthem.

1. The ag o our countr and our proince are emblems. How do the representthe natural world? What is their meaning? What objects can ou identi?

2. How much do ou know about our national smbols? Answer the questions andexplain wh the were chosen.

What is Argentinas motto?

What are Argentinas national colours?

What is Argentinas national bird?

What is Argentinas national ower?


10/32

Unit 1



b. What is in a name?

The name Argentina comes rom the Latin term argentum, which means siler.The origin o this name goes back to the rst expeditions o the Spanish to Ro de laPlata. Historians sa that Juan Daz de Sols ound indigenous people in the region.These indigenous people gae siler objects as presents to the Spanish conquerors.This is wh the Spanish started thinking that this was a land rich in siler. At that

time people started talking about the legendar Sierra del Plata - a mountain richin siler - and the news on the mountain reached Spain around 1524. As rom thattime, the Portuguese named the rier o Sols, Ro de la Plata Rier o Siler. Twoears later the Spanish used the same name or the rier. The name o our countris said to derie rom the name o our rier. The National Constitution adopted in1853 included the name Repblica Argentina Argentine Republic among theofcial names to designate the goernment and the countr s territor.

1. Do ou think the name o our countr is a good one? Does it represent ourcountr? Wh?

2. What is the histor o the name o our town? Do ou know? Wh was it gien

that name? Find out and write an explanation using the example o Argentina.

Projects Bank

Designing patriotic symbols contest:

Our coat o arms was rst designed and used in 1813 with some ideals in mind.Imagine ou want to design a new coat o arms which represents our nationalidentit 200 ears ater the Assembl o year XIII. Get in groups and decide theollowing: What smbols would ou include? Wh? How does it represent ourcountr? Do ou think it is appropriate? Once ou hae some ideas start sketchingthe coat o arms. you ma use the drawing programmes in our computer. Whenou hae nished, present our coat o arms to the rest o the class. Explain ourdesign. you will need the help o our English teacher with an words ou ma notknow. When ou hae all nished, decorate the class with our coats o arms.

The languages o our national anthem:

Find out dierent ersions o our national anthem and compile them in a CD.These ersions can be in dierent tpes o music and in dierent languages. Whenou hae completed the compilation, design a CD coer explaining the contento the CD. Remember it is important to explain the diersit o oices, languagesand stles as examples o our national diersit. Gie a cop o the CD to the headteacher o the school so that dierent ersions o the national anthem can be usedin patriotic ceremonies along the ear in the school.

Symbols o identity athenaeum:

Man o the communities liing toda in our countr were not born in our countr,the come rom oreign lands where the had their own national emblems. Find outabout them in groups and then report our ndings to the rest o the students inour class. Reect all together on the similarities and dierences ou nd betweendierent countries. What is common to all? Wh do ou think?


11/32


Unit 2


I am reading Anne Franks diary at themome nt and I feel impressed. Her lifewas so s imila r to my life in ma ny ways.She lik ed writi ng a bout her life in adiary, I like writing my dia ry, too. Shesometime s qu arreled with her moth er, Isometime s qu arrel with my parents a ndsister! Stil l, I think sh e was a very bravegi rl for her age!

Being young around the world

SATURDAY, JUNE 20,1942

Writing in a diar is a reall strange experience or someone like me. Not onlbecause Ie neer written anthing beore, but also because it seems to me thatlater on neither I nor anone else will be interested in the musings o a thirteen-ear-old schoolgirl. Oh well, it doesnt matter. I eel like writing, and I hae an eengreater need to get all kinds o things o m chest.

(Anne Frank, 1947)

Unit 2


12/32

Unit 2

10 Direccin General de Cultura y Educacin


Part 1: Teenage years

1. Read the poem about Mr Flack. Complete the actle.

Mr Flack

Our class has got a student,

His name is Mr Flack,

He wears a silver earring,

His hair is down his back.

He wears a Greenpeace T-shirt,

A cap and aded jeans,

He says he is a vegan,

And lives on runner beans.

Hes very kind and riendly,

We know his name is Dave,

He plays guitar in lessons,

And lets the class join in.

Adapted rom Mr Flack b Tim Hopkins

2. Make a poem about yoursel or other people to read. First think about your

actle. Then use the inormation to write your poem. You can use the poem in

eercise 1 to help you.

3. Read Nikkis diary entry or September 2 nd

Name:

Surname:

Phsical appearance:

Clothes:

Eating habits:

Hobbies:

Other interesting inormation:


13/32


Unit 2

11


a. Wh is Nikkiwriting toda?

b. What is her ideao a perect teenagelie?

c. We do not knowhow Nikki looks. Canou imagine her?What is she like?

d. Imagine Nikkisda. Compare it toher idea o an idealteenage da.

(Extract rom: DorkDiaries: Tales roma Not-So-FabulousLie by Rachel ReneeRussell)

4. About you: Do you keep a diary? What do people write about in their

diaries?

Part 2: Parents and us

1. Young peoples amilies. Read the poem One-to-One and answer:

a. Are there an other amil structures in our own context?

b. What is our amil like? Describe it.

One-to-One by Lynne Taylor

all my riends have

a mum and dad

or mum and stepdad

or dad and stepmum

or mum and her boyriend

or dad and his girlriend

I just have a dad

the best riend Ive ever had


14/32

Unit 2



2. Read this etract rom Je Kinneys bookDiary of a Wimpy Kid

a. What do we know about Gregs amil?

b. What was special about the CD?

c. What was his athers reaction? And Gregs?

2. What happened? Order the events as told by Greg.

Gregs Dad was urious.

Greg went downstairs secretl.

He took his brothers CD to listen to it.

He put on the headphones but orgot to plug them into the stereo.

Dad ordered Greg to go to his room.

The music came rom the speakers.

Eerone went to bed.

3. Imagine what Dad said to Greg.


15/32


Unit 2

1


4. Greg had problems at home because o technology. Read these two poems

by Bruce Lansky. How does technology aect these kids at home? What

technology do they use? What do they do? What do their parents think?

Turn O the TV!

My ather gets quite mad at me;my mother gets upset

when they catch me watching

our new television set.

My ather yells, Turn that thing o!

Mom says, Its time to study.

Id rather watch my avorite TV show

with my best buddy.

I sneak down ater homework

and turn the set on low.

But when she sees me watching it,

my mother yells out, No!

My Sisters Always on the Phone

My sisters always on the phone.

I never see her study.

She doesnt do her homework,

which is why her grades are cruddy.

My sisters always on the phone,but I dont think thats cool.

My sister is so popular

shes unking out o school.

5. What about you. Answer:

a. What technolog do ou use?

b. Does technolog interere with our studies?

c. What do our parents sa?


16/32

Unit 2



Projects Bank

Young people in my contet magazine:

Imagine ou are writing a magazine called Fun time, Free time about what oungpeople like doing during their ree time. Write an article, a comic, a joke, games, oran other text that ou think can be included in the magazine. Compile all our textsin the magazine. Make copies o the magazine or all the students in the class.

Literature intervention contest:With our whole course decide on a book ou hae read rom a liing contemporarauthor and make it into a personal diar ormat. Choose a memorable momentin the book. Diide ourseles into groups and write down extracts o the sameeent rom the perspectie o dierent characters in their diaries. Remember thatit is important to think and write respecting the characters identities. Compile theextracts in a book and send it to the author o the book.

Turning a diary entry into a play:

Take the diar entries in this unit and deelop a pla or each. Think about thesituation, the characters, how the behae and what the sa. Deelop a theatreperormance or the school on The lies o oung people. Act out the plas inront o other students in our school. you can deelop posters, initations andeen reiews on each pla or the audience to hae.

6. Listen to these young people talking about them and their lives. Complete

the sentences with the inormation rom the audio.

Daniel is a ootball an. He on the radio at weekends.

Nahuel his ather in the shop. He hasnt got much .. .

Juanas hobb is er peculiar. She on empt walls.

Deborah is a .. In her ree time she is all the time at the club.

Enrique is a bit o a loner. He enjos .. and drawing

Soa is all the time using She sas she is technolog ..

7. What about you? Interact.

In m ree time I enjo/like/ loe...

M aourite ree time actiit is...


17/32


Unit 3

1


Hands

These are the Hands

These are the hands that wave

These are the hands that clap

These are the hands that prayThese are the hands that tap

These are the hands that grip

These are the hands that write

These are the hands that paint

These are the hands that fght

These are the hands that hug

These are the hands that squeeze

These are the hands that point

These are the hands that tease

These are the hands that fxThese are the hands that mend

These are the hands that give

These are the hands that lend

These are the hands that take

These are the hands that poke

These are the hands that heal

These are the hands that stroke

These are the hands that hold

These are the hands that love

These are the hands o mine

That ft me like a glove

Paul Cookson

Unit 3


18/32

Unit 3



Part 1: Hands that work

1. These pictures show people at work in dierent jobs and proessions. What

jobs can you recognise? Look at their hands. What do they do with them at

work?

2. About you:

a. What do ou want to be when ou nish school?

b. Wh are all jobs important or a societ?

c. What do the people in our amil do?


19/32


Unit 3

1


3. The hands o people I know

Most o us hae memories o the hands o people we loe and we keep thosememories o peoples hands or the rest o our lies. Whose hands are special orou? Wh? Follow Saras and Ands example.

My grandfath ers hands a re very spe cialto me. They are big and rough. He is abu ild er and hi s hands show 50 yea rs ofhard work in t hat job.

My mums hands a re ama zing when sh ecooks. Hands white with f lou r. She makespasta herself. My brothers and me watchher rou nd the table maki ng spagh etti forthe who le fa mily. She cook s with so much

love. I will never forget that.


20/32

Unit 3



4. Hands at work. Read the tets about the Project Hands at work and decide

which tet is

I. The photographers comment on the photographic project.

II. The photographic projects web site.

III. A notice o an exhibition o the photographic project.

National Photography Gallery

presents

Hands at work

More than 100 artistic images o peoples handswhile the are working

Richness and simplicit o black and white shots

Open: Tue - Sun 10 a.m. - 8 p.m.

Adults: $ 10

Children, students and pensioners: Free o charge.

This collection o black and white photosshows people who work with their hands.Wh hands? Well, when people work withtheir hands, the speak about their job withspiritual words. The talk about how the usetheir bod to create and lie. Hands tell ouabout people in dierent times and places.Faces are trick because when ou look ata ace ou tend to think o a stereotpe. Incontrast, hands are respectul o peoples

identities, the are true portraits o people.

(http://www.handsworking.com/)

5. Answer about the tets:

a. When and where can ou see the portraits?

b. Wh does the photographer take pictures o hands and not aces?

c. How man awards has the photographic collection got?


21/32


Unit 3

1


Part 2: Hands to make riends

1. Read the poems. What can you say about each situation? What is similar?

What is dierent?

Deaf Donaldby Shel Silverstein

Dea Donald met Talkie Sue

B u t was all he could do.

And Sue said, Donald, I sure do like you.


And Sue asked Donald, Do you like me too?


Good-bye then, Donald, Im leaving you.


And she let orever so she never knew

That means I love you.

I Can See You Now by Eric Finney

When I frst met

My blind riend Grace

She said, Will you please let me

Touch your ace?

I elt her gentle hands

Upon my skin:

She elt my lips and eyebrows

Then my nose and cheeks and chin.

Last o all she elt my hair

And gently held my head

Then with a lovely smile:

I can see you now, she said.

2. Describe Talkie Sue in Silversteins poem. Compare her to I in Finneys

poem.

3. Act out the poems.

4. Imagine you are Donald/ Grace. Write down a diary entry or the day.

What can he/she say about this event at school?


22/32

Unit 3



Projects Bank

A photography project:

A photographic contest at school.Take photos o peoples hands at work. Choose the one ou like most. Gie a titleto our photo. Write down a small description o the person and the job. Make thetext attractie or other people to read. Remember that through our photo andtext ou can help people reect. Gie our photo and text to our teacher or correction. With our teacherscorrection edit our work and print it in A4 poster ormat. Deelop a photo galler in the school. Show the photos to the rest o the studentsand ask them to ote or the best photo and text.

Native Hands:

In Argentina there are examples o aboriginal art showing hands. Find out aboutthem. Where are the? What do the mean? What inormation hae ou got aboutthose places? In groups deelop a poster on the sites to inorm our classmates.you can include pictures, maps and photos. Hang our posters in class.

Give them a hand:

Man institutions or the blind need people who can read out and record textsor blind people because not all books are in Braille writing. Contact one o theseinstitutions and oer our help to record a text. It is a great experience to lend ouroice to wonderul books and ou will help blind people listen to the books the

want to read.

Song: With my own two hands by Jack Johnson

Oh I can change the world, with my own two hands

And make it a better place, oh, with my own two hands

And make it a kinder place, with my own two hands

Oh with my own

With my own two hands

Oh I can make peace on earth, oh with my own two hands

And I can clean up the earth, with my own two hands

And I can reach out to you, with my own two hands

Oh, with my own


Oh, with my own


Im gonna make it a brighter place, oh, with my own two hands

Im gonna make it a saer place, Oh with my own two hands

Im gonna help you human race, yes oh with my own two hands

Oh with my own

With my own two handsOh with my own


Now I can, I can hold you, oh with my own two hands

And I, and I can comort you, with my own two hands

But you got, got to use, oh use your own two hands

Use your own, use your own two hands

ou can listen to this song at: http://www.outube.com/watch?=mRjDBd6tBBy


23/32


Unit 4

21


Blue treasure

Water, water, every where,

And all the boards did shrink;

Water, water, every where,

Nor any drop to drink.

(Coleridge, 1797)

Unit 4


24/32

Unit 4



Part 1: Observing water sources.

1. Stop and think: Why is this place important or all the people in our province?

What do you think? Discuss in class. You may need the help o your natural

science teacher to understand the tet better.

2. Read the beginning o an interview with Dr Benitez, researcher and biologist

working in Instituto de Limnologa Dr Ral Ringuelet in the Province o

Buenos Aires. Can you describe his job? Is it interesting? What do you think?

What activities does he do? Can you imagine?

Interviewer: Tell us Dr Benitez, what is your job?

Dr Benitez: Im a biologist. I study the waters o our Province and make reports about

the condition o our rivers, lakes and ponds.

Interviewer: Interesting! Do you travel around the Province?

Dr Benitez: Yes, thats right! We visit dierent parts o the province because this

province has a lot o important water streams. We collect water rom dierent water

streams in dierent moments o the year and we look at it with a microscope.

3. Do you live near a water stream? Do you live near a river or lake? What

is it like? What activities do people do around that river or lake? Why is it

important or your community?


25/32


Unit 4

2


4. Read the second part o the interview and match the questions with Dr

Benitezanswers.

Interviewer:Why is this important? Why do

you do it?

Interviewer: What do you look or in thewater you collect?

Interviewer:Young people are going to readthis interview, Dr. What do you think is the

most important message you can give?

Dr Benitez: Well, we study the composition

o water and the micro organisms present in

it. I am particularly interested in plankton,

a type o organism living in all water. Other

people in our Institute study fsh, algae, and

other creatures.

Dr Benitez:Because we can help protect our

environment. There is a relationship between

water and the protection o our environment.

Water is an essential component o it. When

there is a problem in our waters, all the

environment is aected. For example, in waters

near industries or in places where people

use pesticides, we can detect dangerous

substances and warn the authorities about

the consequences or animals, plants and

people. Our job is to help protect the natural

balance. It is not easy!

Dr Benitez: There is a ragile natural balance

in our world. Anything we do can break this

balance. We can all contribute to keep the

balance or to break it. We need to be conscious

o the impact. We must think twice! There are

two key questions we must ask ourselves. The

frst one is: What impact can this have? and

the next question is: How can I help?. Just

by reducing rubbish, or example, we can

help a lot to stop water pollution. The toxic

substances in rubbish flter through the land

and aect the water running under our land.

5. Read the second part o the interview again and mark down:

what ou consider the most important message Dr Benitez gies in hisinteriew.

important phrases to help ou talk and write about ecolog.

Deelop a phrase book in our notebook.


26/32

Unit 4



6. The same message, dierent tets. What ideas rom the interview can you

nd in these tets? Eplain the connection. Are the tets about breaking or

keeping the natural balance?

7. Read this tet and decide:

a. What tpe o text is it? Where is it rom?

Inormatie. It is a science article.Descriptie. It is part o an encclopedia.Inormatie. It is part o a Tv documentar.

b. What does the writer want ou to think?

We must stop thinking that there is a lot o water let.B using water more wisel, we can make sure theres enough or all liingthings.Some liing things can adapt to lie without water.

Whats the Big Idea About Water

All l iving things, rom tiny cyanobacteria to giant blue whales, need water to survive.

Without water, lie as we know it cannot exist. And lie exists wherever there is water.

All organisms, like animals and plants, use water: salty or resh, hot or cold, plenty o

water or almost no water at all. They are adapted to all kinds o habitats, rom sizzlingdeserts to the reezing, pitch-dark ocean oor. But they all need water.

Water and Lie on Earth

Water makes lie as we know it possible. Every drop cycles continuously through air,

land, and sea, to be used by someone (or something). Water covers 70% o Earths

surace, but only 3% is resh, and only a raction o 1 %supports all lie on land. Climate

change and growing populations are increasing the pressures on that reserve.

Adapted rom: http://www.amnh.org/explore/science-topics/water-and-lie-on-earth

DO NOT SWIM IN THE LAKE.

TOxIC SUBSTANCES IN WATER.


27/32


Unit 4

2


Part 2: Going green.

a. Read this leafet. What is the objective o the writer? Is the inormation

important? Is the leafet eective? Who is it or?

DID YOU KNOW?THIS IS THE WATER WE USE:

To fush the toilet:

16-18 litres

To have a 10 minute shower:

200 litres

To wash your clothes in a

washing machine:

120 litres

To water plants with a hose:

800 litres an hour

We all need to reduce the

amount o water we use

and help save natural water

reserves.

WHAT CAN

YOU DO?

EASY!

Turn the tap o when you

are cleaning your teeth.

Wash ruit and vegetables

in a bowl rather than under

a running tap.

Use a washing machine

when you have a ull load.

Fi any dripping taps.

Water the plants in your

garden in the evening.

b. Turn Dr Benitez interview into a leafet to help preserve our water sources.

Follow the eample in a.

Step 1:

Discuss with our teacher what a leaet is like.

Step 2:

Then, decide the ollowing:

Who is our leaet or? Other oung people in our school? The communit aroundour school?

What inormation can ou include? Make a list o important ideas.

How can ou organise these ideas to make our leaet interesting?

What pictures are ou going to include?

Find in the tet epressions that reer to:

a. dierent tpes o water.

b. dierent tpes o animals.

Eplain these phrases in your own words:

rom sizzling deserts to the reezing, pitch-dark ocean oor

Water makes lie as we know it possible

increasing the pressures on that resere


28/32

Unit 4



Step 3:

Deelop a drat o our leaet and gie a cop to our teacher or correction.Finall, deelop the corrected ersion o our leaet.

Step 4:

Distribute copies o our leaet.

c.We forget that the water cycle and the life cycle are one.People protect what they love.

Jacques Yves Cousteau

Look at the internet screen rom Greenpeace link below:

What does the photo show?

What is the Trash vortex? Is it big?

Is there an message in the screen similar to Jacques Cousteaus quotes?

Visit the site and look at the pictures o the Trash Vorte

http://www.greenpeace.org/international/en/campaigns/oceans/pollution/trash-ortex/


29/32


Unit 4

2


Use a dictionary or an encyclopedia to help you.

Ocean Gyre What is it?

POP What does it mean?

Sargasso Sea Where is it?

Describe the photo. What is the purpose o the photographer? What does the

photo really mean? Think o the implicit message.

According to the tet, what is the problem with plastic particles in the ocean?

There are some eplicit and implicit cause - consequence relationships. What

are they? Use because andso to make your sentences.

Destruction o sea waters and sea lie occurs.People throw plastic into the ocean.Sea animals eat toxic substances with plastic.Plastic concentrates in low circulation waters in the oceans.Sea animals get trapped in the Trash vortexPlastic concentrates toxic substances.Sea animals hae toxic substances in their bodies.

There is are many possibilities here but there is always a rst cause and a last

consequence. What are they?

Chemical sponge

There is a sinister twist to all this as well. The plastics can act as a sort o chemicalsponge. The can concentrate man o the most damaging o the pollutants oundin the worlds oceans: the persistent organic pollutants POPs. So an animal eatingthese pieces o plastic debris will also be taking in highl toxic pollutants.

The North Pacic gre is one o e major ocean gres and it is possible that thisTrash vortex problem is one which is present in other oceans as well. The SargassoSea is a well known slow circulation area in the Atlantic, and research there has alsodemonstrated high concentrations o plastic particles present in the water.

Greenpeace / Alex Hoord


30/32

Unit 4



Projects Bank

Ask to know:

visit Instituto de Limnologa Dr. Ral Ringuelet web site at: www.ilpla.edu.ar. Findout about the interesting projects the carr out. Contact the scientists working atthe Institute and ask them to isit our school to talk about their projects. Think o

the questions ou would like to ask them.

Water protection projects:

Find out about water pollution problems in our district. Deelop a campaign inour school to make other students aware o the problem. Design posters, leaets,notices. Think about suggestions ou can gie to help sole some o the problemsand make people think twice.

Treasuring water reserves:

Inestigate the water reseres present in our countr riers, lakes, glaziers. Chooseone that ou are interested in and deelop a presentation or our classmates o

approximatel 5 minutes. Tell them all the inormation ou think is necessar tomake know the place and be conscious o the importance o water reseres. you canuse posters, maps, power point, photos, graphs or an other resource ou consideruseul. To deelop our presentation organise our ideas in a clear wa, ollowinga logical order. Gie important detail using clear sentences. Ask our teacher anwords ou ma not know. Practice at home beore amil or riends. When ou aregiing our presentation, remember to speak in a clear oice and use appropriateintonation to make our audience interested.

Assess your English learning.

Now I can

read and understand inormatie texts.

search internet and understand links in English.

listen and understand words in songs in English.

talk about m lie and ree time actiities.

narrate what I usuall do and reer to a past eent.

listen and understand when people talk about their lies.

read and enjo poems.

gie m opinion on topics I am interested in.

describe msel and other people.

compare and report similarities and dierences.

write posters, leaets and short articles.

make projects and communicate ideas in English.

What else can you do?

What would you like to be able to do?


31/32

Este material se termin deimprimir en la ciudad de La Plata,

en el mes de abril de 2013.

BIBlIoGraPhy

KINNEy, J. (2007) Diary o a Wimpy Kid. Book 1. New york: Amulet Books.

TAyLOR, L. (2005). One to one. En Cookson, P. comp. The Poetry Store. London:Waland. pag.34.

RUSSELL, R.R. (2009). Dork Diaries: Tales rom a Not-So-Fabulous Lie. New york:Aladdin.

HOPKINS, T. (2005) Mr Flack. En Cookson, P. comp. The Poetry Store. London:Waland. pag.69

COOKSON, P. (2005) These are the Hands. In Cookson, P. comp. The PoetryStore. London: Waland. pag.262

SILvERSTEIN, S. (1981)A light in the Attic. New york: Harper Collins.

FRANK, A. (1947)The Diary o a Young Girl. London: Bantam Books.

FINNEy, E. (2005) I Can See you Now. En Cookson, P. comp. The Poetry Store.London: Waland. pag.261

COLERIDGE,S.T. (1797)The Ryme o the Ancient Mariner. New york: SMK Books

LANSKy, B. Giggle poetr:http://www.gigglepoetr.com/poem.aspx?PoemID=130&CategorID=39[ltimo acceso 14 de abril de 2013]


32/32

Cuaderno 1esb

Documents

Transcript of Cuaderno 1esb