Global Warming

Text 1

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

Skills: Writting

Estimated: 2 hrs

Objectives:

• To show comprehension of the information utilizing the organization

of the text, by using any key,linguistic and textual trails for
identifying - the type of text, their model of publication, the source
and the purpose of the message.
• They utilize diferent searching strategies through a focused reading.
• Focused on students’ ability to use their language knowledge
effectively and appropriately in producing a wide range of text types,
in writing to learn and in writing to demonstrate learning.
• To learn to write a wide range of text types that entertain, evoke
emotion, persuade, take a personal stance, explain, seek and give
information or evaluate messages and information.
• strategies for selecting information and crafting language to produce
print, electronic and multimodal texts.

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 Writing / Planning

1. Students will write an Essay about te Global Warming situation.

2. The teacher will explain the 3 main parts of an Essay meaning the
introduction, the body, and the conclusion
3. An essay also have 5 subdivided parts.
Please refer to the follwoing link for more information.
http://www.suite101.com/content/5-steps-for-writing-a-great-essay-a93271

Activities:

1. Brainstorming
2. Outlining the Body
3. Choosing a Thesis
4. Writing Your First Draft
5. Revision and Editing

The purpose of the Essay is to inform and persuade our famalies

and friends of this complicated situation.

Writing:

Activity 1.

Once the students have brainstormed the topic, they will have to
answer the following W questions:
• Who
• What
• Where
• When
• Why

Activity 2

Once determining all the ideas in your essay students will:

• Write the body paragraphs of your essay first, using your outline as a
guide.

Activty 3

• Once finished, summarize your essay in a concluding paragraph at

the end and write an introductory paragraph that introduces your
topic and thesis statement.

While writing your first draft, don’t worry too much about spelling, punctuation,
grammar, or sentence structure. Just try to get your ideas all down and worry
about proofreading later.
Editing

Activity 1

After your first draft is finished, take a break and get some distance
from your essay. When you come back to it with fresh eyes, you’ll be
better equipped to revision and edit.
• While editing the first draft, just think about getting the paper
to communicate your ideas clearly. Students will have to search
for any corrections, or mistakes.
• Printing out the essay and reading it aloud will help.

Activity 2

• Asking someone else in your class to read the draft and give
you feedback is .very good, as you may copare your essay with
your classmates.

Activty 3

Create a debate in class and answer the folloging questions out loud

• Has this workshop changed your mind in any way?

• In what way would you like to improve, in order to stop the polution
process.