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Text analysisWeek 1
Feb. 2014
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Contents
1.1 ....................................................................................................................................................... 2
1.2 & 1.3 .............................................................................................................................................. 4
Texts .................................................................................................................................................... 6
Stress ............................................................................................................................................... 6
Stress (redacted version) ................................................................................................................ 7
Stress (summary) .......................................................................................................................... 8
Weather and Climate ...................................................................................................................... 9
Weather and Climate (sample redacted) ...................................................................................... 10Weather and Climate (sample summary) ................................................................................... 11
Stress (paragraphs 1-3) ................................................................................................................. 12
Stress (paragraphs 1-3 ID new words) ..................................................................................... 12
Stress (paragraphs 1-3 ID collocations) ...................................................................................... 13
Stress (paragraphs 1-3 technical &. non-technical language) ................................................... 15
Stress (notes combined) ............................................................................................................... 16
Weather and Climate (notes combined)....................................................................................... 18
References: ....................................................................................................................................... 20
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1.1
The first stage in the process of paraphrase, and pre-requisite of comprehension, is to identify mainideas contained within a text. If basic writing conventions are adhered to, extensive texts will be
composed of paragraphs which contain one central idea which in turn is likely to be found within apredictable part of a paragraph (topic sentence). Thus, a strategic approach to understanding a textcan be adopted by simply identifying these ideas, and deleting all unnecessary information. If these
main ideas are then transcribed into students notes, a preliminary step in (rudimentary) note -takingcan be taken.
Aims:
To understand the construction of paragraphs. To practice identifying key concepts in extensive texts To practice summarizing by deletion of unnecessary elements To take simple notes from a written text.
Secondary aims:
Teacher to get an idea of students level of comprehension Potentially increase reading speed by encouraging learners that reading every word is not
necessary to comprehend a text.
Outcomes:
Students will be able to transcribe only the main ideas of a text into a table.
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Suggested procedure:
Introduction: Required texts: Stress/ Stress (redacted)/ Stress (summary)
Explain to students that the exercise helps them prepare for summarizing a text. Ask students to count how many paragraphs there are in the demonstration text and confirm
that students know that each paragraph contains only one main idea which is usually to befound in one sentence.
Demonstrate this by showing the demo text followed by the redacted version, drawing attentionto the fact that most of the ideas are concentrated within one sentence.
Sometimes, the reader may find more than that which is in the topic sentence worthy of retainingand you might wish to point out a few examples in the redacted version where some informationthat is not in the topic sentence remains visible.This means that to some extent there is room for individual preference regarding exactly whatconstitutes key information, but students should be encouraged to be discriminating, retaining notmuch more than 20% of a text in their practice.
Finally, reveal the table into which the remaining text has been transcribed, to show theintended product of this process.
Student practice: Required text: Weather and Climate
Hand out text. Ask students to work in pairs and cross out the words that they think are notneeded for them to understand the core information in a text.
Ask students to sit in a circle and share openly what they think the central ideas are for eachparagraph with the aim of reaching a consensus.
Homework: Required text: Weather and Climate
Students transcribe remaining text into a table in their note-books for homework. Ask students to bring their tables to the next class.
END OF LESSON 1
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1.2 & 1.3
Another important stage in note taking is recording vocabulary in ways that it can be used to informfuture writing. A critical, organised approach to vocabulary identification and recording can enable
students to access and employ vocabulary efficiently.
Aims
Identify collocations Understand the difference between technical language and non-technical language Repurpose a text Engage in self/peer assessment
Outcomes
Students will think critically about vocabulary in order to categorise it meaningfully in preparationfor future use.
Suggested procedure
ReviewRequired texts: Weather and Climate (sample redacted) & Weather and
Climate (sample summary)
Ask students to review the notes from the day before. Beam up the sample redacted text and the sample summary and ask students to compare
their own notes with the samples.
Allow students to self-assess/ peer-assess. Discuss differences/ learner difficulties
Introduction &walk-through
Required texts: Stress (paragraphs 1- 3 ID new words + collocations +technical & non-technical language + notes combined )
As this section is quite an extensive input session, it can be broken into stages, or used as anindividual/group note-taking exercise
Text: Stress (paragraphs 1-3) Beam up the text and initiate a discussion in pairs about what else students can learn from
this text besides general meaning. Introduce/elicit the idea of using a text to improve vocabulary.
Text: Stress (paragraphs 1-3 - ID new words) Use the text to demonstrate a simple underline and extract procedure and invite students to
suggest problems with this way of recording vocabulary.
Text: Stress (paragraphs 1-3 - ID collocations) Use the text to demonstrate an approach to vocabulary learning based on identifying
collocates. Discuss the usefulness of this method. Further compare the 2 ways of organisingthis information.
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Text: Stress (paragraphs 1-3 - technical and non-technical language) Use the third example to demonstrate the difference between technical and non-technical
language. (Technical language = words which have specific meanings within a field, which inthis case is biology/medicine/physiology). Stress the importance that this vocabulary cannotbe substituted. Discuss further how you would recognise this kind of language (i.e. firstidentify the academic field or subject)
Text: Stress (paragraphs 1-3 - notes combined) Finally show the notes combined. Note that if the non-technical vocabulary is substituted in
the summary from yesterdays class, something approximating a real summary is achieved.
Note: this process is lengthy and can become quite tedious; useful for gaining mastery oflanguage within a field in a short period of time, but hardly practical on a day to day basis. Thewhole process can be shortened significantly by only analysing the vocabulary remaining after
deletion of non-essential vocabulary
PracticeRequired texts: Weather and Climate & Weather and Climate combined
notes
If time permits, this could be started in class 1.2, however it is unlikely that there will besufficient time to do anything significant with the text. As a homework exercise, this may also
prove a little daunting, so I suggest doing the main body of this exercise in the following class as
a group work exercise.
give out the text, Weather and Climate, again and ask students to:o ID technical (meteorological) and non-technical vocabularyo Find and organise collocationso Combine vocabulary lists with summary from class 1.2 homework o Compare with text Weather and Climate notes combined and self-assess
Supplementary exercise:
A supplementary exercise could be for students to be directed to the full report at: Blackboard\Course Materials\ Text Analysis \ Climate Indicators In order to evaluate the quality andacademic relevance of the source material.
( Signs of quality: recent, peer reviewed, produced by a government agency, all contributors arenamed, well-referenced)
END OF LESSON 2 & 3
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TextsStress
WHAT IS STRESS?
The term stress has been defined in several different ways. Sometimes the term is applied to stimulior events in our environment that make physical and emotional demands on us, and sometimes it isapplied to our emotional and physical reactions to such stimuli. In this discussion, we will refer tothe environmental stimuli or events as stressors and to emotional and physical reactions as stress.
Many sorts of events can be stressors, including disasters such as hurricanes or tornadoes, major lifeevents such as divorce or the loss of a job, and daily hassles such as having to wait in line at thesupermarket when you need to be somewhere else in ten minutes. What all these events have incommon is that they interfere with or threaten our accustomed way of life.
When we encounter such stressors, we must pull together our mental and physical resources inorder to deal with the challenge. How well we succeed in doing so will determine how serious a tollthe stress will take on our mental and physical well-being.
REACTING TO STRESSORS
The Canadian physiologist Hans Seyle has been the most influential researcher and writer on stress.Seyle has proposed that both humans and other animals react to any stressor in three stages,collectively known as the general adaptation syndrome. The first stage, when the person or animalfirst becomes aware of the stressor, is the alarm reaction. In this stage, the organism becomes highlyalert and aroused, energized by a burst of epinephrine. After the alarm reaction comes the stage ofresistance, as the organism tries to adapt to the stressful stimulus or to escape from it. If theseefforts are successful, the state of the organism returns to normal. If the organism cannot adapt tocontinuing stress, however, it enters a stage of exhaustion or collapse.
Seyle developed his model of the general adaptation syndrome as a result of research with rats andother animals. In rats, certain stressors, such as painful tail-pulling, consistently lead to the samesorts of stress reactions. In humans, however, it is harder to predict what will be stressful to aparticular person at a particular time. Whether a particular stimulus will be stressful depends on theperson's subjective appraisal of that stimulus. How threatening is it? How well have I handled thissort of thing in the past? How well will I be able to handle it this time? For one person, being calledupon to give a talk in front of a class is a highly stressful stimulus that will immediately produce such
elements of an alarm reaction as a pounding heart and a dry mouth. For another person, beingcalled on to give a talk is not threatening at all, but facing a dead-line to complete a term paper isextremely stressful. In humans, more-over, the specific stress reaction is likely to vary widely; somestressful situations give rise predominantly to emotions of fear, some to anger, some to helplessnessand depression
Source:Seal, B. (1997). Academic encounters (Reading, study skills, and writing). Cambridge:Cambridge University Press. (Cited in Emam, A., 2011)
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Stress (redacted version)
WHAT IS STRESS?
The term stress has been defined in several different ways. Sometimes the term is applied to stimulior events in our environment that make physical and emotional demands on us, and sometimes it isapplied to our emotional and physical reactions to such stimuli. In this discussion, we will refer tothe environmental stimuli or events as stressors and to emotional and physical reactions as stress.
Many sorts of events can be stressors, including disasters such as hurricanes or tornadoes, major lifeevents such as divorce or the loss of a job, and daily hassles such as having to wait in line at thesupermarket when you need to be somewhere else in ten minutes. What all these events have incommon is that they interfere with or threaten our accustomed way of life.
When we encounter such stressors, we must pull together our mental and physical resources inorder to deal with the challenge. How well we succeed in doing so will determine how serious a tollthe stress will take on our mental and physical well-being.
REACTING TO STRESSORS
The Canadian physiologist Hans Seyle has been the most influential researcher and writer on stress.Seyle has proposed that both humans and other animals react to any stressor in three stages,collectively known as the general adaptation syndrome. The first stage, when the person or animalfirst becomes aware of the stressor, is the alarm reaction. In this stage, the organism becomes highlyalert and aroused, energized by a burst of epinephrine. After the alarm reaction comes the stage ofresistance, as the organism tries to adapt to the stressful stimulus or to escape from it. If theseefforts are successful, the state of the organism returns to normal. If the organism cannot adapt to
continuing stress, however, it enters a stage of exhaustion or collapse.
Seyle developed his model of the general adaptation syndrome as a result of research with rats andother animals. In rats, certain stressors, such as painful tail-pulling, consistently lead to the samesorts of stress reactions. In humans, however, it is harder to predict what will be stressful to aparticular person at a particular time. Whether a particular stimulus will be stressful depends on theperson's subjective appraisal of that stimulus. How threatening is it? How well have I handled thissort of thing in the past? How well will I be able to handle it this time? For one person, being calledupon to give a talk in front of a class is a highly stressful stimulus that will immediately produce suchelements of an alarm reaction as a pounding heart and a dry mouth. For another person, beingcalled on to give a talk is not threatening at all, but facing a dead-line to complete a term paper isextremely stressful. In humans, more-over, the specific stress reaction is likely to vary widely; somestressful situations give rise predominantly to emotions of fear, some to anger, some to helplessnessand depression
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Stress (summary)
5 paragraphs = 5 main ideas
1Define: environmental stimuli = stressors; emotional and physical reactions =stress
What is stress?
2 Many events can be stressors, they interfere with our way of life
3When we encounter stressors we must deal with the challenge; how well we dealwith the challenge will determine our well-being
4Hans Seyle proposed animals react to stressors in 3 stages:Alarm, resistance, exhaustion / collapse Reac
ting
to
stressors5 In rats, stressors lead to same stress reactions; in humans, its harder to predict reactions vary widely
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Weather and Climate
eather is the state of the atmosphere at any given time and place. Most of the weatherthat affects people, agriculture, and ecosystems takes place in the lower layer of the
atmosphere, the troposphere. Familiar aspects of weather include temperature,precipitation, clouds, and wind. Severe weather conditions include hurricanes, tornadoes, blizzards,and droughts.
Climate is the long-term average of the weather in a given place. While the weather can change inminutes or hours, a change in climate is something that develops over longer periods of decades tocenturies. Climate is defined not only by average temperature and precipitation, but also by thetype, frequency, duration, and intensity of weather events such as heat waves, cold spells, storms,floods, and droughts. Weather can vary widely, and extreme events occur naturally, but averageconditions tend to remain stable unless the Earth experiences a force that can shift the climate. At
various times in the Earths history, the climate has changed in response to forces such as largevolcanic eruptions, changes in greenhouse gas concentrations, and shifts in the Earths orbit aroundthe sun.
The average temperature at the surface of the Earth has been increasing over the past century,primarily because human activities are adding large quantities of heat-trapping greenhouse gases tothe atmosphere. Unusually warm days and nights have also become more common in some places.Generally, warmer surface temperatures lead to an increase in evaporation from the oceans andland, leading to an increase in globally averaged precipitation. However, while some regions can getmore precipitation, shifting storm patterns and increased evaporation can cause some areas toexperience more severe droughts than they have in the past. Scientific studies also indicate thatextreme weather events such as storms, floods, and hurricanes are likely to become more intense.However, because these extremes already vary naturally, it may be difficult over short time periodsto distinguish whether changes in their intensity and frequency can be attributed to lager climatetrends caused by human influences.
Climate variations can directly or indirectly affect many aspects of society in both positive anddisruptive ways. For example, warmer average temperatures reduce heating costs and improveconditions for growing some crops; yet extreme heat can increase illnesses and deaths amongvulnerable populations and damage some crops. Precipitation can replenish water supplies and sup-port agriculture, but intense storms can damage property, cause loss of life and population
displacement, and temporarily disrupt essential services such as transportation,telecommunications, energy, and water supplies.
Source:
Bell, G., Comiso, J., Luber, G., et al. (2012) Climate Change Indicators in the United States .Environmental Protection Agency, Washington, D.C. (p.23)
Available at: http://www.epa.gov/climatechange/science/indicators/download.html
W
http://www.epa.gov/climatechange/science/indicators/download.htmlhttp://www.epa.gov/climatechange/science/indicators/download.htmlhttp://www.epa.gov/climatechange/science/indicators/download.htmlhttp://www.epa.gov/climatechange/science/indicators/download.html8/12/2019 Text Analysis - Week 1
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Weather and Climate (sample redacted)
eather is the state of the atmosphere at any given time and place. Most of the weatherthat affects people, agriculture, and ecosystems takes place in the lower layer of the
atmosphere, the troposphere. Familiar aspects of weather include temperature,precipitation, clouds, and wind. Severe weather conditions include hurricanes, tornadoes, blizzards,and droughts.
Climate is the long-term average of the weather in a given place. While the weather can change inminutes or hours, a change in climate is something that develops over longer periods of decades tocenturies. Climate is defined not only by average temperature and precipitation, but also by thetype, frequency, duration, and intensity of weather events such as heat waves, cold spells, storms,floods, and droughts. Weather can vary widely, and extreme events occur naturally, but averageconditions tend to remain stable unless the Earth experiences a force that can shift the climate. At
various times in the Earths history, the climate has changed in response to forces such as largevolcanic eruptions, changes in greenhouse gas concentrations, and shifts in the Earths orbit aroundthe sun.
The average temperature at the surface of the Earth has been increasing over the past century,primarily because human activities are adding large quantities of heat-trapping greenhouse gases tothe atmosphere. Unusually warm days and nights have also become more common in some places.Generally, warmer surface temperatures lead to an increase in evaporation from the oceans andland, leading to an increase in globally averaged precipitation. However, while some regions can getmore precipitation, shifting storm patterns and increased evaporation can cause some areas toexperience more severe droughts than they have in the past. Scientific studies also indicate thatextreme weather events such as storms, floods, and hurricanes are likely to become more intense.However, because these extremes already vary naturally, it may be difficult over short time periodsto distinguish whether changes in their intensity and frequency can be attributed to larger climatetrends caused by human influences.
Climate variations can directly or indirectly affect many aspects of society in both positive anddisruptive ways. For example, warmer average temperatures reduce heating costs and improveconditions for growing some crops; yet extreme heat can increase illnesses and deaths amongvulnerable populations and damage some crops. Precipitation can replenish water supplies and sup-port agriculture, but intense storms can damage property, cause loss of life and population
displacement, and temporarily disrupt essential services such as transportation,telecommunications, energy, and water supplies.
W
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Weather and Climate (sample summary)
4 paragraphs= 4 main ideas
1 Weather is the state of the atmosphere (troposphere).2 Climate is the long term (decades or centuries) average of the weather. Tends to remain stable
unless the Earth experiences a force that can shift the climate.
3 The temperature of the earth is increasing because of human activities. Extreme weatherevents are likely to become more intense.
4 Climate variations affect society in positive and disruptive ways.
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Stress (paragraphs 1-3)
WHAT IS STRESS?
The term stress has been defined in several different ways. Sometimes the term is applied to stimulior events in our environment that make physical and emotional demands on us, and sometimes it isapplied to our emotional and physical reactions to such stimuli. In this discussion, we will refer tothe environmental stimuli or events as stressors and to emotional and physical reactions as stress.
Many sorts of events can be stressors, including disasters such as hurricanes or tornadoes, major lifeevents such as divorce or the loss of a job, and daily hassles such as having to wait in line at thesupermarket when you need to be somewhere else in ten minutes. What all these events have incommon is that they interfere with or threaten our accustomed way of life.
When we encounter such stressors, we must pull together our mental and physical resources inorder to deal with the challenge. How well we succeed in doing so will determine how serious a tollthe stress will take on our mental and physical well-being.
Stress (paragraphs 1-3 ID new words)
WHAT IS STRESS?
The term stress has been defined in several different ways. Sometimes the term is applied to stimulior events in our environment that make physical and emotional demands on us, and sometimes it isapplied to our emotional and physical reactions to such stimuli. In this discussion, we will refer to
the environmental stimuli or events as stressors and to emotional and physical reactions as stress.
Many sorts of events can be stressors, including disasters such as hurricanes or tornadoes, major lifeevents such as divorce or the loss of a job, and daily hassles such as having to wait in line at thesupermarket when you need to be somewhere else in ten minutes. What all these events have incommon is that they interfere with or threaten our accustomed way of life.
When we encounter such stressors, we must pull together our mental and physical resources inorder to deal with the challenge. How well we succeed in doing so will determine how serious a tollthe stress will take on our mental and physical well-being.
Stress, stimuli, stressors, hassles, interfere, accustomed, encounter, determine, toll, well-being
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Stress (paragraphs 1-3 ID collocations)
Paragraph 1
The term stress has been defined in several different ways. Sometimes the term is applied to stimulior events in our environment that make physical and emotional demands on us, and sometimes it isapplied to our emotional and physical reactions to such stimuli. In this discussion, we will refer tothe environmental stimuli or events as stressors and to emotional and physical reactions as stress.
Define + termApply + term + to
Make demands on someone
Emotional reactionsPhysical reactions
Refer to (n) as (n) Emotional demandsPhysical demands
Reactions to stimuli Environmental stimuli
Reorganised notes:
Reactions Term Demands stimuli
Emotional _______Physical _______
_______to stimuli
The _______Define the _______Apply the _______
Make _______on someoneEmotional _______Physical _______
Reactions to _______Environmental _______
Refer
______ to (n) as (n)
Paragraph 2
Many sorts of events can be stressors, including disasters such as hurricanes or tornadoes, major lifeevents such as divorce or the loss of a job, and daily hassles such as having to wait in line at thesupermarket when you need to be somewhere else in ten minutes. What all these events have incommon is that they interfere with or threaten our accustomed way of life.
Life hassles Job
Way of _______Major _____ events
Daily __________ The loss of a _______
Way of life
Our _______Threaten our _____Interfere with our _____Our accustomed _______
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Paragraph 3
When we encounter such stressors, we must pull together our mental and physical resources inorder to deal with the challenge. How well we succeed in doing so will determine how serious a tollthe stress will take on our mental and physical well-being.
Stressors resources toll
_______ stressors Pull together our ________Mental _________Physical _________
Take a ______ on + (n)
Well-being
Mental _________Physical ________
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Stress (paragraphs 1-3 technical &. non-technical language)
The term stress has been defined in several different ways. Sometimes the term is applied to stimulior events in our environment that make physical and emotional demands on us, and sometimes it is
applied to our emotional and physical reactions to such stimuli. In this discussion, we will refer tothe environmental stimuli or events as stressors and to emotional and physical reactions as stress.
Many sorts of events can be stressors, including disasters such as hurricanes or tornadoes, major lifeevents such as divorce or the loss of a job, and daily hassles such as having to wait in line at thesupermarket when you need to be somewhere else in ten minutes. What all these events have incommon is that they interfere with or threaten our accustomed way of life.
When we encounter such stressors, we must pull together our mental and physical resources inorder to deal with the challenge. How well we succeed in doing so will determine how serious a tollthe stress will take on our mental and physical well-being.
Technical Non-technical
aragraph1
StressStressorsPhysicalEmotionalDemands
ReactionsStimuli
Term = wordDefine = means
ara2
StressorsHurricanestornadoes
Events = thingsDisasters = catastrophic eventsDivorce = separationthe loss of a job = unemploymenthassles = irritationswait in line = queueinterfere with = get in the way ofthreaten = pose a danger toway of life = how we live
ara3
StressorsMental
Encounter = meetresources = capacitiestake a toll = damagewell -being = happiness
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Stress (notes combined)
Technical Non-technical Collocations meaning
aragraph1
StressStressorsPhysicalEmotionalDemandsReactions
Stimuli
Term = wordDefine = means
Reactions Term Demands stimuli Refer
Emotional _______Physical _______ _______tostimuli
The _______Definethe _______Applythe _______
Make _______onsomeoneEmotional _______Physical _______
Reactions to _______Environmental _______
______ to(n) as (n) Define: environmental
stimuli = stressors;emotional and physical
reactions = stress
aragraph2
StressorsHurricanestornadoes
Events = thingsDisasters = catastrophic eventsDivorce = separationthe loss of a job = unemploymenthassles = irritationswait in line = queueinterfere with = disruptthreaten = pose a danger toway of life = day-to-day lives
Life hassles Job Way of life
Way of _______Major _____events
Daily __________
The lossof a _______
Our _______Threaten our _____Interfere with our _____Our accustomed _______
Many events can bestressors, they interferewith our way of life
aragraph3
Stressors
Mental
Encounter = come up against
Deal with = cope withChallenge = difficultiesresources = capacitiestake a toll = damagewell-being = general health andhappiness
Stressors resources toll Well-being
_______stressors
Pull together our ________Mental _____Physical _____
Take a ______ on +(n)
Mental ____Physical ___
When we encounterstressors we must deal withthe challenge; how well wedeal with the challenge willdetermine our well-being
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Weather and Climate (notes combined)Technical
(meteorological)Non-technical Collocations Summary
Paragraph1
WeatherAtmosphereEcosystemsAtmospherePrecipitationCloudsWindconditionsHurricanes/TornadoesBlizzardsDroughts
State = condition Agriculture = farmingLayer = strata
The atmosphere Any given weather
The state of _____The lower layer of ___
______ time ______ place
_____ takes placeAspects of _____Severe _____ conditions
Weather is thestate of theatmosphere
(troposphere).
Paragraph2
ClimateAverageTemperaturePrecipitationHeat wavesCold spellsStormsFloodsDroughtsExtremeConditions
Volcanic eruptionsGreenhouse gasEarths orbit
Decades = tens ofyearsCenturies = hundredsof yearsType = kindDuration = how long itcontinuesIntensity = how strongVary = changeOccur = happenTends to = usually
Remains = staysStable = unchangingExperiences a force =is affected by s.thShift = change
Average A given Weather Change
Long term _____ _____conditions
_____place
_____ canchange _____ events _____ can vary
Weather can _____A _____ in climate _____ in response to _____ in concentrations
Heat Cold Vary/ various Events _____ waves _____
spells _____ widelyWeather can _____various times
Weather _____Extreme _____
Climate Volcanic Gas EarthShift the _____
A change in _____
The _____changed
_____eruptions
Greenhouse _____ _____concentrations
_____s history _____ experiences aforce _____s orbit
Climate is the longterm (decades or
centuries) averageof the weather.Tends to remainstable unless the
Earth experiences aforce that can shift
the climate.
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Paragraph3
SurfaceGreenhouseAtmosphereEvaporationprecipitationStorm patternsExtreme weatherDroughtsStormsFloodsHurricanesClimate trends
Century = 100 years orsoPrimarily = mainlyHuman activities =human influencesRegions = areasShifting = changingIndicate = suggestMore intense =strongerVary = changeDistinguish = tell thedifferenceIntensity = strengthbe attributed to = canbe blamed on
Average The Earth Temperature Human _____
temperature _____
precipitation
The surface of _____
Average _____Increasing _____Surface _____
_____activities _____influences
Gases Increase in Shifting Drought
Heat-trapping _____
Greenhouse
_____
_____evaporation _____
precipitationIncreasedevaporation
_____ patterns Experience _____Severe _____
Climate Changes Vary Weather _____ trends Attribute _____
to _____ naturally Extreme _____
_____ events
The temperature ofthe earth is
increasing becauseof human activities.
Extreme weather
events are likely tobecome moreintense.
Paragraph4
ConditionsPrecipitation
Variations = changesDisruptive = negativeCrops = foodVulnerable populations = peopleat riskDamage = do harm toReplenish = refill
Property = buildingsCause loss of life = killPopulation displacement =migrationDisrupt = interferewith
Climate affect Ways Crops
_____ variations Directly _____Indirectly _____
Positive _____Disruptive _____
Conditions forgrowing _____Damage _____
Population Supplies Services Extreme
Vulnerable _____ _____
displacement
Replenish _____Water _____
Disrupt _____Essential _____
_____ heat
Intense _____ storms
Climate variationsaffect society in
positive anddisruptive ways.
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References:
Bell, G., Comiso, J., Luber, G., et al. (2012) Climate Change Indicators in the United States .Environmental Protection Agency, Washington, D.C. (p.23)
Available at: http://www.epa.gov/climatechange/science/indicators/download.html
Emam, A., (2011) (citing Seal, B., 1997). Cross-linguistic Summary Protocols, Journal of LanguageTeaching and Research , 2.1, (p. 216-228)
Available at: http://ojs.academypublisher.com/index.php/jltr/article/download/0105596604/2163
http://www.epa.gov/climatechange/science/indicators/download.htmlhttp://www.epa.gov/climatechange/science/indicators/download.htmlhttp://www.epa.gov/climatechange/science/indicators/download.htmlhttp://ojs.academypublisher.com/index.php/jltr/article/download/0105596604/2163http://ojs.academypublisher.com/index.php/jltr/article/download/0105596604/2163http://ojs.academypublisher.com/index.php/jltr/article/download/0105596604/2163http://ojs.academypublisher.com/index.php/jltr/article/download/0105596604/2163http://www.epa.gov/climatechange/science/indicators/download.htmlTop Related