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PLANNING READING LESSON(S)

TOPIC/THEMES : STOP TRAFFIC POLLUTION/Environment

Learning

Outcomes

By the end of the lesson, student would be to

1. List down the words which describe about pollution.

2. Match the words with correct meaning in context.

3. Read and understand an article about traffic pollution.Time 8.10 9.30 am (80 minutes)

Class 2 Utarid

ResourcesPicture

Handout

Activity A reading lesson on the text of traffic pollution.

Procedures

Set Induction

a. Pre-

Reading

b. While

Reading

Teacher shows a picture and ask a few questions to

students

1) What do you see in the picture?

2) What happened to the earth?

3) Which earth do you want to live in?

The students are given a group of words.

Teacher distributes the handout of a graphic organiser to

the students. (Handout 1)

Students are to categorize the words according to the

types of pollution in the graphic organiser.

Discuss the answers with the students

Possible answers :

Air Water Land SoundVehicle

fumes

Chemical

waste

Rubbish Loud

Openburning

Oil spill Litter High volume

Black smoke Rubbish Deforestatio

n

High

frequencyHaze Dead fish Landslide Mix waveGlobal

warming

Marine life Flash flood Sharp

Teacher reads along the text about pollution with the

students.

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c. Post-

Reading

Homework

Teachers

reflection

While reading, students are asked to put the words in

the column on the right into the gaps. (Handout 2)

Teacher assigns students into groups of four.

Each group are given one paragraph and they will

choose one representative from the group to present the

gist of the text.

Possible answers :

pollution

health

development

significantly

breathing

deficit

lungs

damage

research

birthday

exhaled

highway

power

weaker

regional

community

In groups, students are assigned to discuss the causes

and effect of pollution.

Students are asked to complete the Graphic Organiser

about the causes and effect of pollution. (Handout 3)

When they students are ready, they make mini

presentations to other groups on their findings.

Other students can ask questions and compare their

findings.

Make a poster about traffic pollution. Ask the students toshow their poster to their classmates in the next lesson.

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HANDOUT 1 (PRE READING)

Air Water

Land Noise

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HANDOUT 2 (WHILE READING)

GAP FILL: Put the words in the column on the right into the gaps.

Traffic pollution damages kids lungs

Road _________ is a serious danger to childrens ______.

Thats the worrying conclusion of the longest and largest

study* ever undertaken into the effects of traffic fumes on

child ___________. Researchers from the University of

Southern California spent 13 years studying children who

lived within 500 meters of busy highways. They found that

most of the 3,600 children in the study had __________

weakened lungs. Researchers said this meant the children

could have _________ problems for the rest of their lives.

The main author of the study W. James Gauderman said:

"Someone suffering a pollution-related _______ in lung

function as a child will probably have less than healthy

______ all of his or her life. He added: "If you live in a

high-pollution area and live near a busy road, you get a

doubling of the _______.

Gauderman and his team conducted their ________ on

youngsters who lived near busy roads. Once a year, the

team measured the children's lung _____. It checked how

much air the children could release in one breath and howquickly it could be released. The team found that by their

18th ________, children who lived within 500 meters of a

highway _______ three per cent less air compared with

children who lived one-and-a-half kilometers away.

Further,

the _______ childrens lung power was seven per cent

______ in the rate at which they could exhale. Gauderman

said that: "Even if you are in a relatively low ________

pollution area, living near a road produces lung problems."About a third of the children moved away from busy roads

during the study but stayed near the same _________.

Their lungs developed more healthily.

development

lungs

damage

significantly

health

breathing

deficit

pollution

community

power

highway

regional

weaker

birthday

research

exhaled

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