I.E.S. M · NIVEL 1º ESO TEMAS ... (7,8) 3. Examinar y comprender los elementos de coherencia y...

EDUACIÓN MEDIOAMBIENTAL EN EL PLAN LECTOR

I.E.S. MURIEDAS

4.3 LENGUA EXTRANJERA: INGLÉS

NIVEL 1º ESO

TEMAS MEDIOAMBIENTALES A DESARROLLAR:

UNIDAD 3: DINÁMICA DE LA

BIOSFERA.

OBJETIVOS-COMPETENCIAS:

1. Extraer información global y específica del

texto. (1, 3)

2. Deducir el significado de palabras a partir de

su contexto. (7,8)

3. Examinar y comprender los elementos de

coherencia y cohesión del texto. (8)

CONTENIDOS:

1. Presente Simple.

2. Presente continuo.

3. Numerales.

4. Pronombres personales.

CRITERIOS DE EVALUACIÓN:

1. Extrae información global y específica del

texto.

2. Deduce el significado de palabras a partir de

su contexto.

3. Examina y comprende los elementos de

coherencia y cohesión del texto.

ACTIVIDAD:

HUMAN IMPACT ON THE

ENVIRONMENT.

Coral Reefs

1 Some tourists stay on beautiful islands for their

holidays. They bring good business to these places, but

sometimes they also bring problems for the

environment.

2 Some of the world’s great coral reefs are in danger from

tourists, for example. Coral reefs take thousands of

years to grow from the dead bodies of very small sea

animals. They grow from the floor of the sea up to

thousand metres high. They are the home of millions of

fish and sea plants.

3 The Australian Great Barrier Reef is one of the

world’s great reefs. There are other coral reefs along the

coasts of Africa, Central America and the Pacific

islands.

4 But more and more tourists are visiting the reefs,

walking on them and breaking them. People often take

UNIDADES CONTENIDOS

UNIDAD 2:

Hacia una sociedad

sostenible.

Medioambiente y desarrollo sostenible.

Concepto sistémico de medioambiente.

Sostenibilidad ecológica, económica y social.

UNIDAD 3:

Dinámica de la biosfera

Biodiversidad:

Causas de la pérdida de biodiversidad.

Medidas para evitar la pérdida de la biodiversidad.


I.E.S. MURIEDAS

pieces of coral home at the end of their holidays. In

some countries divers and fishermen are part of the

problem, too. They are killing the reefs with pollution

from their boats. The great reefs are slowly dying.

CUESTIONES:

1- Match these questions with three of the

paragraphs below.

a) Where are the great coral reefs of the

world?

b) What are tourists doing to the world’s

reefs?

c) What are coral reefs?

2- Look at the text again and guess the

meaning of these words. Write translations.

environment grow coast

pollution boat

3- Read the text again and answer the

questions.

Who or what are they? (paragraph 1)


Who or what are them? (paragraph

4)


UNIDAD 2: HACIA UNA SOCIEDAD

SOSTENIBLE.


1. Extraer información global del texto. (1, 3)

2. Extraer información concreta del texto. (1, 3)

3. Deducir el significado de palabras extraídas

del texto a partir del contexto en que se

encuentren. (8)

CONTENIDOS:

1. Vocabulario relacionado con el tema.

2. Verbos modales: can/ must/ should.

3. Presente simple.


1. Extrae información global del texto.

2. Extrae información concreta del texto.

3. Deduce el significado de palabras extraídas del

texto a partir del contexto en que se

encuentren.

ACTIVIDAD:

ECOLOGY.

WHAT IS ECOLOGY?

Ecology looks at the lives of people and animals

in their home environment. It studies how people and

animals affect their environment, and how the environment

affects them. The word ecology comes from Greek words

which mean the study of homes. Everything that you and

your family do, or don’t do, at home can affect the world

outside the home.

When you have a bath, there is a lot of water in

the bath tube and you are wasting water. You mustn’t

throw your batteries away because batteries have chemicals

that pollute underground water. When you throw away

paper in the rubbish bin, you are wasting paper. You can

recycle your paper and use it again.

CUESTIONES:

1- Read the text. What does the word ecology

mean?

2- Match A and B to complete the sentences.

A 1 Ecology studies people and animals


I.E.S. MURIEDAS

2 The chemicals in batteries

3 Chidren from many countries

4 What people do in their homes

5 People should separate paper

B

a affects the environment.

b are going to the ecology camp.

c in their environment.

d from their other rubbish.

e can affect the water we drink.

3- Match the words in A with their meanings

in B.

A B

a the world around us 1 environment

b a place for rubbish 2 healthy

c things we throw away 3 pollute

d get rid of 4 throw away

e good for your body 5 rubbish

f make dirty 6 bin

NIVEL: 2º E.S.O.


UNIDADES CONTENIDOS

UNIDAD 2:

Problemas medioambientales.

La humanidad y el medio ambiente.

UNIDAD 3

Dinámica de la biosfera

La biosfera como recurso: agricultura, ganadería y pesca, energía

de biomasa, forestales, plantas medicinales.

UNIDAD 2: PROBLEMAS

MEDIOAMBIENTALES.


1. Enriquecer vocabulario sobre el tema del

texto en el idioma extranjero. (1)


I.E.S. MURIEDAS

2. Organizar ideas de modo claro y objetivo.(1)

3. Desarrollar un esquema de modo claro y

objetivo. (7)

4. Organizar la información de un esquema de

modo claro y conciso. (7)

5. Desarrollar y expresar un pensamiento crítico

con respecto al medio ambiente. (8)

CONTENIDOS:

1. Vocabulario relacionado con el texto.

CRITERIOS DE EVALUACIÓN

1. Enriquece vocabulario sobre el tema del texto

en el idioma extranjero.

2. Organiza ideas de modo claro y objetivo.

3. Desarrolla un esquema de modo claro y

objetivo.

4. Organiza la información de un esquema de

modo claro y conciso.

5. Desarrolla y expresa un pensamiento crítico

con respecto al medio ambiente.

ACTIVIDAD:

THINKING ABOUT ENVIRONMENTAL

PROBLEMS.

1- Use the words listed below to make a “mind

map” of vocabulary to do with environmental

problems.

Energy production

Illness

Greenhouse effect

Recycling

Transport pollution

Industrial waste

Extinction of animals

Alternative energy

Acid rain

Solar energy

Wind power

Nuclear waste

Use phosphate free detergent

Use public transport instead of a car

Refuse to use plastic bags

Avoid using paper handkerchiefs

Use paper more than once

Stop using hairspray

Use lead-free petrol

Buy ozone-friendly products

Cut down on consumption of fuel


I.E.S. MURIEDAS

2- Summarize the information obtained in the

“mind map” above.

3- Is there anything else you can do to protect

the environment?

UNIDAD 3: DINÁMICA DE BIOSFERA.


1. Formar una idea del contenido del texto

previa a su lectura. (1)

2. Comprender de modo global y específico

instrucciones sencillas. (7)

3. Desarrollar un pensamiento crítico y un

razonamiento a partir de los hechos

planteados en el texto. (8)

CONTENIDOS:

1. Vocabulario relacionado con el texto.

2. Verbos de instrucción. (apply, dry, rub, polish).

3. Imperativos.


1. Forma una idea del contenido del texto previa

a su lectura.

2. Comprende de modo global y específico

instrucciones sencillas.

3. Desarrolla un pensamiento crítico y un

razonamiento a partir de los hechos

planteados en el texto.

ACTIVIDAD:

POLLUTION CONSCIENCE.

1- Before you read:

What do you use for:

Cleaning the oven?.............................................

Removing smells in the

fridge?.......................................

Removing tea and coffee

stains?........................................

Cleaning windows?............................................

Clearing blocked kitchen

pipes?.............................................

2- Read these cheap “green” methods of

cleaning.

GREEN HOUSEKEEPING.

Dirty oven? Clean it with bicarbonate of soda applied on a

damp sponge. Better still, wipe it out with a damp cloth

while warm and save on elbow grease.

Strong odours in fridge? Place used tea leaves in a

container, cover with water and stand in the fridge

overnight.

Tea and coffee stains on china? Apply laundry borax on a

damp cloth, or rub with a paste made using bicarbonate of

soda.

Dirty window panes? Clean with newspaper dipped in

warm water, polish with dry newspaper.


I.E.S. MURIEDAS

Kitchen waste pipe blocked with grease? Pour down a cup

of salt, a cup of bicarbonate of soda, and a kettle of boiling

water.

3- Which of these methods will you try? Why?

4- Which products will you certainly not try?

Why not?

5- Explain in your own words why chemical

products used for housekeeping are

harmful for the environment.

NIVEL: 3º E.S.O.


UNIDADES CONTENIDOS

UNIDAD 5

Atmósfera.

Impactos: problemas locales (nieblas contaminantes,

contaminación acústica, campos electromagnéticos, compuestos

tóxicos bioacumulables), regionales (lluvia ácida, radiaciones

ionizantes,) y globales (incremento efecto invernadero y cambio

climático, destrucción de la capa de ozono). La contaminación

acústica.

Riesgos climáticos: sequía, huracanes.

UNIDAD 1

Problemas medioambientales

La humanidad y el medio ambiente

UNIDAD 5: ATMÓSFERA.


1. Activar conocimientos previos sobre desastres

naturales. (8)

2. Ser capaz de emparejar desastres naturales con

sus definiciones en inglés. (1)

3. Comprender un texto escrito y seleccionar

información general y específica. (1)

4. Activar y expandir vocabulario a través de las

deducciones del significado desconocido

mediante el contexto. (7)

5. Asimilar y reforzar los contenidos gramaticales

que aparecen en el texto. (1)

6. Usar la lengua inglesa como pretexto para

acercarse al mundo real y su problemática. (1)

CONTENIDOS

1. Present Simple.

2. Frequency Adverbs.

3. Present continuous.

4. Present Perfect.

5. There is/ are. (Present and Past).

6. A/ an, some/ any.

7. Comparatives.


I.E.S. MURIEDAS

8. Vocabulary on Natural Disasters.


1. Activa conocimientos previos sobre desastres

naturales.

2. Es capaz de emparejar desastres naturales con

sus definiciones en inglés.

3. Comprende un texto escrito y selecciona

información general y específica.

4. Activa y expande vocabulario a través de las


mediante el contexto.

5. Asimila y refuerza los contenidos gramaticales

que aparecen en el texto.

6. Usa la lengua inglesa como pretexto para

acercarse al mundo real y su problemática.

ACTIVIDAD:

NATURAL DISASTERS.

1. Match the definitions with the words.

a) A very strong wind that destroys a lot

of things.

b) When, for example, two countries

fight.

c) Illness or sickness.

d) When the ground moves and buildings

fall.

e) Things burning, for example, forests or

houses.

f) Very bad weather, usually with rain or

snow.

2. Read the newspaper article and find out which

disasters in exercise 1 are not mentioned.

Which disaster do you think is the most

frightening?

What a disaster!

The number of natural disasters is increasing. Every year

there are more than before and the disasters are worse.

Some areas of the world are more dangerous to live in than

others. Look at the examples.

New South Wales, in Australia, has suffered some terrible

fires in recent years. Thousands of acres of forest have burnt

and many people have become homeless. The fires have

threatened the koala population.

Hurricanes hit the Caribbean, Central America and the

southern states of the USA every year. They usually occur

in autumn when weather conditions create tropical storms

that sometimes become hurricanes. The strong winds

(between 120 and 250 kph) destroy buildings, trees, roads,

bridges and everything they touch.

Japan suffers more than 1,000 earthquakes a year! Most

of them are very small and people don’t feel them, but now

and then there is a major quake. In September 2003 there

was a quake of eight in the Richter scale. There were not

many victims because Japanese buildings are specially

designed to resist quakes.

UNIDAD 1: PROBLEMAS

MEDIOAMBIENTALES.


1. Activar conocimientos previos sobre el

tiempo y el cambio climático. (3)

2. Ser capaz de dar una definición en lengua

inglesa. (1)


información general y específica. (1,7)






Earthquake Storm Fire War

Hurricane Disease


I.E.S. MURIEDAS



(1,3)

7. Asociar palabras del texto a un campo

semántico determinado. (1)

8. Ser capaz de entender un texto a pesar de los

huecos. (8)

9. Utilizar vocabulario conocido para completar

correctamente los huecos de un texto. (8)

CONTENIDOS:

1. Present Simple.


3. Future Simple.

4. There is/ are. (Present and Future).


6. Comparatives.

7. Conditional sentences type I.

8. Vocabulary on The Weather and The

Environment.


1. Activa conocimientos previos sobre el tiempo

y el cambio climático.

2. Es capaz de dar una definición en lengua

inglesa.










7. Asocia palabras del texto a un campo

semántico determinado.

8. Es capaz de entender un texto a pesar de los

huecos.

9. Utiliza vocabulario conocido para completar

correctamente los huecos de un texto.

ACTIVIDAD:

CLIMATE

1- Read the text. What is the “greenhouse

effect”?

TOMORROW’S WEATHER

Some experts predict that in the year 2020 there will be

about 7 million people on this planet. If they are right,

there will be more factories, cars and intensive farming.

And that means more harmful gases which will increase

the greenhouse effect. These gases absorb the sun’s heat and

make the earth hotter. If this continues like this, some

scientists predict that in 2030 the earth will be 2° to 4° C

hotter. In general, the weather will probably be cloudier and

wetter and some areas will be more fertile and better for

farming. But some of the changes won’t be positive: other

areas will be drier and there will probably be more storms,

floods and other natural disasters.

These changes will affect everyone everywhere.

2- How many words associated with weather

can you find in the text?

Example: heat

3- Complete this summary on the greenhouse

effect.

Factories and cars produce (1)

…………………gases. As a result, the world is

getting (2) ………………… . In a hotter world

some places will probably be cloudier and (3)

………………… but others will probably be (4)

………………… . And there will probably be

more natural (5) ………………… .


I.E.S. MURIEDAS

NIVEL: 4º E.S.O.


UNIDADES CONTENIDOS

UNIDAD 1:


Diferentes alternativas ante la problemática ambiental:

Sistema económico de crecimiento continuo. La

explotación incontrolada.

Crecimiento demográfico y límites al crecimiento.

Conservacionismo a ultranza.

Desarrollo sostenible.

UNIDAD 1:


Recursos naturales e impactos ambientales.

Interacción medio natural y sociedad.

Historia de las relaciones de la humanidad con la naturaleza.

UNIDAD 1: PROBLEMAS

MEDIOAMBIENTALES.


1. Activar conocimientos previos sobre ecología

y reciclaje. (7)



3. Ser capaz de entender un texto a pesar de los

huecos. (1)






6. Utilizar el vocabulario conocido para

completar correctamente los huecos de un

texto. (8)


acercarse al mundo real y su problemática. (8)

8. Escribir párrafos pequeños sobre posibles

soluciones medioambientales. (1,8)

CONTENIDOS:

1. Present Simple.


3. Past Simple.

4. Imperatives.

5. Future Simple.

6. Modal verbs.


I.E.S. MURIEDAS

7. Passive structure.

8. Conditional Sentences.

9. -ing forms.

10. Relative clauses.

11. There is/ are.


13. Comparatives and Superlatives.

14. Vocabulary on Natural Disasters.


1. Activa conocimientos previos sobre ecología y

reciclaje.



3. Es capaz de entender un texto a pesar de los

huecos.






6. Utiliza el vocabulario conocido para completar

correctamente los huecos de un texto.



8. Escribe párrafos pequeños sobre posibles

soluciones medioambientales.

ACTIVIDAD:

ENVIRONMENTAL CONSCIENCE.

1- Read the article and circle the letter next to

the word which best fits each space.

SIMPLY…….THREE WAYS TO HELP

SAVE THE PLANET.

(AAddaapptteedd ffrroomm aann aarrttiiccllee iinn tthhee NNeeww

IInntteerrnnaattiioonnaalliisstt))

Discourage packaging.

Next time you are out shopping test this theory: the less

(1)………a product is, the more packaging it will have.

(2)……….., for example, a box of chocolates with eight

(3)…..….of wrapping, to a bag of rice with only one.

Overpackaging (4)………….about ten per cent to our

weekly shopping bill. It (5)……………… no real

purpose and (6)……… we have to pay for it to be taken

away. It also uses up (7)……….. resources; most plastic

is made from oil and does not biodegrade. As a first

(8)……………, you might refuse the plastic bags which

are thrust upon you at the supermarket check-out and use

boxes to carry home the food.

1.Avoid poisons.

Every day there is another (9)…………. about some

product damaging our health. Weedkillers and pesticides

(10)…………… their way up the food chain from

plants through insects and birds into your family. Bleaches

are (11)…………the most polluting of household

cleaners. As well as being a health risk, they

(12)…………killing organisms in rivers long after they

leave your home, so it is best to minimize the quantities

used.

2.Research raw materials.

It is important to find out what raw (13)……….. a

product uses. Did the table and chair in your living room

involve rainforest destruction? If they are made of

mahogany, the answer is “yes”. We should only buy woods

that come from (14)……… which can be maintained

long term, without causing damage to the environment.

Aluminium cans are made from bauxite, a kind of clay,

which is often (15)………up in tropical forests. The

recycling of these cans is well-established in Australia,

Canada and the US, all of (16)………re-used more

than 50 per cent of the aluminium.


I.E.S. MURIEDAS

1 A valuable B serious C essential D major

2 A check B contrast C match D compare

3 A stages B layers C levels D sheets

4 A attaches B increases C raises D adds

5 A serves B makes C does D causes

6 A at last B at the end C eventually D lastly

7 A scarce B rare C slight D short

8 A point B step C place D thing

9 A scare B news C danger D terror

10 A work B take C go D put

11 A in B on C among D with

12 A carry out B carry off C carry over D carry on

13 A ingredients B materials C parts D elements

14 A roots B situations C stores D sources

15 A mined B dug C worked D pushed

16 A them B these C which D whose

2. Think of other three ways to help save the

planet. Explain them.

UNIDAD 1: PROBLEMAS

MEDIOAMBIENTALES.


1. Activar conocimientos previos sobre el uso

sostenible del agua y su problemática. (8)

2. Ser capaz de emparejar vocabulario a sus

definiciones en inglés. (1)





mediante el contexto. (1, 7 ,8)




acercarse al mundo real y su problemática. (7,

8)

CONTENIDOS:

1. Present Simple.


3. Past Simple.

4. Imperatives.

5. Future Simple.

6. Modal verbs.

7. Passive structure.

8. Conditional Sentences.

9. -ing forms.


I.E.S. MURIEDAS

10. Relative clauses.

11. There is/ are.


13. Comparatives and Superlatives.

14. Vocabulary on Water as a Natural

Resource.


1. Activa conocimientos previos sobre el uso

sostenible del agua y su problemática.

2. Es capaz de emparejar vocabulario a sus

definiciones en inglés.










ACTIVIDAD:

WATER AS A NATURAL RESOURCE.

1- Before reading:

Why do we have to pay for water?

How is it paid for in your country?

Do we waste water?

How could we be more economical in

the use of water?

WATER, WATER EVERYWHERE – OR IS

THERE?

More than 70% of the earth´s surface is covered

by water and a further 10% of the land is covered with ice.

More than two-thirds of the human body is water and we

cannot survive for more than four days, at the most,

without drinking water although we can survive without

food for many weeks (the record for survival without food is

382 days). As well as being essential for our survival,

water is also needed to wash our bodies and our clothes, for

irrigating crops and for cooking. Water is used in many

manufacturing processes involving cooling and diluting, for

transport and to extinguish fires. Water plays a part in

many religious rituals. It also shapes the landscape by

creating valleys and eroding coastlines. There is a wide

range of water sports that people enjoy such as swimming,

diving, water polo, water skiing, canoeing and sailing.

Not everyone has access to a convenient and

plentiful supply of fresh, clean water. It is estimated that

two-thirds of households worldwide use a water source

outside the home. In some parts of the world, water has to

be carried by hand from a distant water source. It is mostly

women who have the job of carrying water. Water is heavy

and a woman cannot carry more than about fifteen litres

but one person needs at least five litres per day for drinking

and cooking and a further twenty-five litres to keep clean.

Consequently, women in some developing countries spend

several hours a day in the backbreaking task of carrying

water. Compared with this, just turning on a tap in your

house is sheer luxury, but a luxury that we usually take

for granted. Even in advanced industrial countries,

however, water is a cause for concern. Many people will not

drink water from the tap but buy bottled water instead.

They are concerned that tap water has not been adequately

treated after leaving the reservoir and before piped into their

houses. They are worried that it is still polluted by chemical

that factories discharge into rivers. In agricultural areas,

people are worried about the amount of chemical fertilisers

that farmers spread on their fields. They believe that the

rain washes these chemicals into the water supply.

Sometimes people are advised not to use water from wells

because the water has become contaminated even at great

depth.

Water falls freely from the sky, as part of an

endless cycle of evaporation, condensation and precipitation,

but it has to be stored, treated and distributed and these

processes cost money and have to be paid for. In many


I.E.S. MURIEDAS

countries there are controversies about the private or public

ownership of water and the amount of money the consumer

pays for it. In some parts of the world, countries are in

dispute over the use of water from rivers and lakes that

cross national boundaries. Some of these disputes could lead

to war. The building of dams is particularly controversial

because a large dam built to produce hydro-electric power

may have effects outside the country where it has been built.

Dams can have harmful social effects within a country

because of the amount of agricultural land which is flooded

and the number of people that have to move their homes.

Water can be very destructive. Floods lead to

loss of life and environmental damage. Acid rain strips the

leaves off trees and can destroy whole forests. Polluted water

can kill fish and wildlife and cause fishermen to lose their

livelihood. Perhaps worst of all is drought, when crops

wither and die in arid fields, animals die of thirst, and

people, unable to produce food, must move elsewhere or die.

We are fortunate indeed if we can rely on a guaranteed,

economical, unlimited supply of fresh, clean water.

2- Find a word or phrase in the text which, in

context, is similar to:

Paragraph 1

watering plants

put out

ceremonies

variety

Paragraph 2

as a result

exhausting

total

don’t appreciate

Paragraph 4

means of earning money

a long period without rain

inexpensive

3- Answer the questions:

1. In how many ways do people use water?

2. What are the disadvantages of a distant

water supply?

3. Why are people in advanced industrial

countries concerned about water?

4. Why does water have to be paid for?

5. Why are there international disputes about

water?

6. What problems are caused by the building

of dams?

7. Describe some of the destructive effects of

water.


I.E.S. MURIEDAS

BIBLIOGRAFÍA:

LENGUA EXTRANJERA: INGLÉS:

Macmillan Secondary Course, 2º ESO.

Macmillan Secondary Course, 4º ESO.

Oxford Exchange 1, OUP.

Spotlight 2, OUP.

Spotlight 3, OUP.

Team Up! 1º ESO, Cambridge.

Team Up! 3º ESO, Cambridge.

What’s Up! 2º ESO, Longman.

I.E.S. M · NIVEL 1º ESO TEMAS ... (7,8) 3. Examinar y comprender los elementos de coherencia y...

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