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 create

conscience

• To create oral interaction woth their classmates

Linguistic Contents

FUNCTIONS:
To defend diferent points of View.
MORFOSINTAXIS:
enjoy + verbo - ing
have been + verbo - ing
since - for
LÉXICAL
NOUNS: level, management, Polution,conscience
ADJECTIVES: fluent, large, massive
VERBS: travel, collect, take part, awareness
NOUNS: advertisement, knowledge,
child, business.
ADJECTIVES: in-service, fast- growing, further.
VERBS: apply for, advertise, achieve, set up, let
Pre Reading:

Show them pictures about global warning and some of the

consecuences 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 the
meaning 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 that

defend and ones who don`t. Carefully read the text and answer the
following 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?
Activity 4

Make a brain storm of the concept of global warming, write down all
the words that the students come up with on the white board, fill it
up. 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 and
underline key words or the main concepts of the text.

Activity 2
According to the text, put the correct words in the blanks using the
following 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 10,000
years ago. Do you know that remains of a frozen mammoth excavated in Siberia
were displayed at the 2005
________________ in Aichi, Japan? To my delight, as many as about 7 million
visitors came to see the display! Although we resemble modern elephants, it is said
that we were not their immediate __________. Some of our species were covered
with long hair and were able to _________throughout the Ice Age. The mammoths‛
_________expanded to Europe, Asia, and North America, which were connected
together at that time. Then we ___________. Thousands of years after the
extinction, people found our remains in Siberia and came to understand us. Do you
ever wonder why we died out?

Activity 3

According to the text, answer the 5 W questions

• Who ?
• What ?
• Where ?
• When ?
• Why ?
Post Reading

Activity 1

Students have to identify the main events that have caused the
process 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 communicative
situations and in the construction of glossaries of specializing terms.