The Six T's Approach Part 2 by Ayrton Dave

The Six T's Approach Part 1 by Ayrton Dave

TASK I) Read Content-Based Instruction for Language Learners Lesson 4 and do the assignment below:

1. Consider the theme Global Issues as the overarching, organizing mega-theme of a content-based course you could teach.

2. Identify several themes and topics that could form the subunits of your sustained content-based course.

3. Identify at least one thread that could be used to relate the various themes of the course.

4. Choose one of the themes or topics. Locate 4-8 texts that could be used with that theme or topic. (Remember that texts are not just written documents; they are "content resources (written and aural) which drive the basic planning of theme units" (Stoller and Grabe, 1997, p. 83).**

5. Plan three or four tasks your students could do working with the texts you identified in point 4.

6. Identify two or three transitions across topics, tasks, and texts.

7. Present points 1-6 in a chart similar to one you have seen used in this lesson.

The Six T's Approach Part 2 by Esteban Arrier

The Six T's Approach Part 1 by Esteban Arrier

TASK 4) Read Content-Based Instruction for Language Learners Lesson 4 and do the assignment below:

1-     An overarching issue could be natural disasters in our World. ü

2-     As themes, I could identify ‘how earthquakes are produced and the results in world’, ‘the potential strength of water and its rage: tsunamis’, ‘a dangerous wind is blowing: hurricanes’. ü

3-

As topics, I can identify for example: the consequences earthquakes have on people/ consequences they have on economy/ consequences they have on the land.

About tsunamis, I could work ‘the day after’, and work on the consequences the disaster had on people, the land. (more or less something similar to the previous one.

3-     A thread that I could identify is sympathetic support from people who were not reached by the disaster, and how it works when different disasters ‘attack’ humanity, that is to say, the help provided by those who were not affected by it.

4-     The thread in this case, would consist of a reading activity about the different ways people can contribute with those affected by a natural disaster. ü

5-     Let’s take the topic about earthquakes. Some texts could be: a) a magazine report about the earthquake. b) The testimony of the survivors, this could be a listening activity. c) a chart with statistics about the disaster and also concerning the damage on people. d) An article from a newspaper about the current situation of the country and about the reorganization after the disaster. ü

6-     In the texts which are written, I could set a reading comprehension activity and then students can answer some questions related to that topic. Another task could consist of summarizing the main ideas of the text and then they sharing  them with their classmates orally. They could also express their opinion about that. Regarding the listening activity, they can do a ‘fill in the blanks’ activity, and then I would foster interaction among them, to encourage them to express their opinion about that.  

7-     One transition could be relating information about the different outcomes of the disasters and then students could compare the different disasters and think of the most harmful one/s for people, for the land. They may also think of different ways to help those people who are victims of different disasters.

The Six T's Approach Part 2 by Cesia Panama

The Six T's Approach Part 1 by Cesia Panama

TASK I) Read Content-Based Instruction for Language Learners Lesson 4 and do the assignment below:
1. Consider the theme Global Issues as the overarching, organizing mega-theme of a content-based course you could teach.

2. Identify several themes and topics that could form the subunits of your sustained content-based course.

Theme: Global Issues.

Subtheme: Human industry–
Topics: Cause of pollution in air.
Cause of pollution in water.


Subtheme: Natural disasters –
Topics: Tsunamies and earthquakes
Floods and droughts


Subtheme: Global warming –
Topic: greenhouse effect.

3. Identify at least one thread that could be used to relate the various themes of the course.

Threads: polluted air, polluted water, polluted earth.
Pollution causing short and long term consequences.

4. Choose one of the themes or topics. Locate 4-8 texts that could be used with that theme or topic. (Remember that texts are not just written documents; they are "content resources (written and aural) which drive the basic planning of theme units" (Stoller and Grabe, 1997, p. 83).**

Topic: greenhouse effect.

Texts:
1. http://bit.ly/m5B5Ib
2. http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm
3. http://www.buzzle.com/articles/causes-greenhouse-effect.html
4. http://www.bgs.ac.uk/education/carboncapture/consequencesOfTemperatureIncrease.html
5. http://www.seai.ie/Schools/Secondary_Schools/Subjects/Geography_LC/Climate_Change_Possible_Scenarios/Consequences_of_Greenhouse_Effect/


5. Plan three or four tasks your students could do working with the texts you identified in point 4.

• Looking at the image (link 1), discuss with your group which the consequences of the Greenhouse Effect could be and write them down.
• Now read the article (link 2) and check if you were right.
• Look at the schema (link 5). Identify the most dangerous effects for the planet and for our country. Choose one of the topics you would like to know more about.
• Choose one article (links 3 and 4) and write down/make a list with the causes of greenhouse effect.

6. Identify two or three transitions across topics, tasks, and texts.

Transition 1: What are the problems caused by pollution in our country? Explain in one or two paragraphs why the impacts of pollution are not strong in our country.

Transition 2: Are human industry, global warming and natural disasters linked?