8/6/2019 Global Warming Reading Activity Methodology

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Global Warming

Text 1 Do you know what is global warming? Check this text out.

http://www.scostep.ucar.edu/comics/books/globwarm_e.pdf

Skills: Reading ,Speaking and Writting

Estimated Time: 3 hrs.

Objectives

Applying and integrating strategies and skills of approach for

Text and in accordance with it`s intentions:

rapid reading (skimming) target (scanning)

extensive reading or intensive;

Demonstrate understanding of the topic

Understand the important message in order to createconscience

To create oral interaction woth their classmates

Linguistic Contents

FUNCTIONS:To defend diferent points of View.MORFOSINTAXIS:

enjoy + verbo - inghave been + verbo - ingsince - forLXICALNOUNS: level, management, Polution,conscienceADJECTIVES: fluent, large, massiveVERBS: travel, collect, take part, awarenessNOUNS: advertisement, knowledge,child, business.ADJECTIVES: in-service, fast- growing, further.

VERBS: apply for, advertise, achieve, set up, let

http://www.scostep.ucar.edu/comics/books/globwarm_e.pdfhttp://www.scostep.ucar.edu/comics/books/globwarm_e.pdf

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Pre Reading:

Show them pictures about global warning and some of theconsecuences that these cause.

Activity 1

Create Conscience

Do you know what Global Warning is? Have you ever read an article regarding Global Warning? Do you know how Global Warning is affecting our planet?

Activity 2

DESCRIBE : Read a set of words related to the book and ask for themeaning or their descritpion

Harmfull green house effect quality of tap water health issues

Activity 3

Positive and Negative points of view, make to groups ones thatdefend and ones who don`t. Carefully read the text and answer thefollowing questions:

Does the global warming effect our country? Do you help this effect decrease? What countries are the most afected? In what ways are countries helping to decrease this effect?

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Activity 4

Make a brain storm of the concept of global warming, write down allthe words that the students come up with on the white board, fill itup. Then have the students come up with their own definition of

Global Warming.

While Reading

Students will work individualy

Activity 1

Students will have to read the following article and identify andunderline key words or the main concepts of the text.

Activity 2

According to the text, put the correct words in the blanks using thefollowing words in the box

Mammoth World Exposition Ancestors Survive Territory Disappeared -

Hi. I am a_______. My genus existed from around 3 million years ago to 10,000years ago. Do you know that remains of a frozen mammoth excavated in Siberiawere displayed at the 2005

________________ in Aichi, Japan? To my delight, as many as about 7 millionvisitors came to see the display! Although we resemble modern elephants, it is saidthat we were not their immediate __________. Some of our species were coveredwith long hair and were able to _________throughout the Ice Age. The mammoths

_________expanded to Europe, Asia, and North America, which were connectedtogether at that time. Then we ___________. Thousands of years after theextinction, people found our remains in Siberia and came to understand us. Do youever wonder why we died out?

Activity 3

According to the text, answer the 5 W questions

Who ? What ? Where ? When ? Why ?

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Post Reading

Activity 1

Students have to identify the main events that have caused theprocess of Global Warming, create a list of these causes.

POST Reading Activity 2

Look at the pictures below about Global Warming.

Activity 3

2. the student re-uses terms or expressions fix in new communicativesituations and in the construction of glossaries of specializing terms.