Additional Info

• Name: Water Pollution

• OVERVIEW

• Linguistic dimension

• CEFR Level: B2
• Linguistic dimension - Skill(s): Writing / Listening / Speaking
• Duration: 2x40 (80 minutes)
• Target language: English or any other language

• ICT dimension

• ICT resources:

   

  YouTube clip s on water pollution and its causes

   https://www.youtube.com/watch?v=lgLIMaZAJj0( 3 mins)

  https://www.youtube.com/watch?v=8B4yWebknXc

  online dictionary http://dictionary.reference.com/ (3 mins)

  Power Point presentation

  postermywall

         goanimate

• ICT competences: Searching the Internet for specific information Making poster or comics by using postermywall and goanimate Using mobile phones for educational purposes Using on line dictionaries

• Detailed description of the task

• Situation / theme(s): Water pollution
• Product requirements or prerequisites: Internet access, software for making posters and comic strips list your recommended software,, online dictionary with definitions, PC, projector
• I can...:

   

  I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

  I can present clear, detailed descriptions on a specific set of subjects related to water pollution. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

  I can write clear, detailed text on a wide range of subjects related to my field of interest.

  I can understand extended speech and lectures and follow even

  complex lines of argument provided the topic is reasonably familiar.

  I can understand most current affairs programmes about  water pollution.

• Product: A poster or a comic strip about water pollution prepared using ICT.
• Product requirements or prerequisites:

   

   Internet access, software for making posters and comic strips list your recommended software,,   online dictionary with definitions, PC, projector

• Process:

   

  Introducing the topic – Form groups of 4 students. The teacher gives the students a  handout (water pollution worksheet 1) for matching the words to their definitions. They can use their smart phones to search for the meanings. (10 min.)

  After checking the answers, the teacher asks:

  - What are all these words about?

  Play video clip (Causes of Water pollution) twice. Students watch and listen it carefully.(6 min)

  Vocabulary – Teacher gives students comprehension questions on a  hand-out as to check how students understand the video clip. (water pollution worksheet 2) (5 min.)

  Play video clip “Water Pollution” twice (2x3=6minutes) Teacher gives students comprehension questions on a  hand-outs.(water pollution worksheet 3/4)(15 min.)

  Power point presentation and Discussion - Teacher shows the power point presentation about Water Pollution and ask students to discuss what can be done to save water. (10 minutes)

  Brain Storming – students work in the same groups of four to decide whether to prepare a poster or to make a comic strip about how to save water. (5 min.)

  Then, they start searching the net on their smart phones to find  appropriate slogans and pictures.

  Teacher evaluation – teacher monitors tasks and helps them to decide . (15 min.)

  All the products can be presented in the class and the students vote for the best one.

  Students complete their tasks. If they need extra time, they can complete them as homework.(14 min.)

• Division of roles (optional): Group work
• Consolidating activities suggested or follow up plan:

   

   Set of activities through out the task, aimed at memorizing vocabulary

• Success factors or evaluation criteria:

   

   Teacher grades students answers in the last activity according to the national  assessment grid ; if students have more than 80% correct answers, they have done the task well.

• Authors: Aslı Lüle
• Acknowledgements: Aslı Tarakçıoğlu

• Didactic added value of the task and other information

• Practical hints for teachers:

   

   

  Prepare the handouts in advance with enough copies for every student.

         Be sure that the video clip will work properly on the PC device before the lesson starts

• Additional methodological or didactic comments:

   

  Students should bring a printed version of their comic strips and posters to class in case the technology fail.  

• Reasons why this task is a model of best practices:

   

  This task is the example of recalling and memorising vocabulary and phrases about water pollution which is a global problem and everyone should consider it using different ICT sources.

• Impact that it is expected to have on the teaching practices and attitudes:

   

   Encourage teachers to adopt TBLT and CEFR in their practice and implement ICT in the teaching approach

• Reasons why this task travels well:

   This task comprises three language skills (listening, writing, speaking) and it can be modified and used at all levels. Also, students are engaged in freer practice. This task may be performed by many different ICT resources not only the above mentioned. 

• Rationale and/or theoretical underpinnings of the task: ICT & TBLT CEFR level B2
• Preferencial target age group(s): High school students