Noise Pollution Lesson

Unit
II: Waste Not, Want Not

Level: Second Year
Sequence3: Reading and Writing.
Lesson Focus:
Reading for writing
Objectives:
 Anticipate the content of the reading passage

 Identify the effects of noise pollution
 Read for a gist
 Read for details
 Identify the different types of sentences in a paragraph
Competencies:
Interactive, Interpretive reading, productive
When and how will I check my students’ progress toward the objective(s)?
I can see and hear them interacting, working in groups and answering questions related to the
lesson.
Required Materials: pictures, white board, pens, etc...
Personal Goals:
 Adapt the textbook to plan activities related to students’ interest, prior knowledge and
experience.
 Stage the lesson so that what learners learn/ practice in each step prepares them for the
next one.
 Set tasks that foster team work, provide opportunity for peer correction and help
weaker students
 Provide a communicative focus in the lesson.
Text:
For a long time, noise has been known to cause sleeplessness and
irritability, but now other studies are linking it to a wide range of mental
and physical disturbances. In Los Angeles, researchers have found that
people living near airports have a higher rate of mental illness than people
living eight kilometers away. In industry, a link has been established
between high noise levels and the high number of cardiovascular disease
and stress related problems. The effect of noise on people is borne out by
experiments on rats, which show that those exposed to certain high
frequency sounds had up to 20 times the normal amount of adrenalin in
their blood. In the opinion of many hearing specialists, time is running
out. If urban noise continues to increase, at the present rate, in 20 years
our cities will be twice as loud as they are now. The number of mental
diseases will be multiplied by two or three and that of physical illness by
three or four. This health alert against the dangers of noise pollution is
seriously taken by the American public authorities.
time SWABT Rationale Interactio Procedure
n patterns
*Anticipate SS need to T-SS Pre-Reading:
5 *Use their prior anticipate the SS-T
Min knowledge content of the VA Watch the following video and answer the questions
reading passage
and activate https://www.youtube.com/watch?v=LomQYGKcEXg
their prior
knowledge. QU1: what does the video show?
T must guide and help students to give him the right
answer (Noise) so he/ she can move to the second
question.
QU2: what are the causes of noise shown in the
video?
While Reading:
Task One:
Skim through the text and choose the general idea
that best summarizes the text.
5min Read for a gist a. The different kinds of pollution.
Students need to T-ss b. Ways to overcome irritability and sleeplessness.
improve their SS-T c. Noise is another kind of pollution.
reading skill
through reading Task Two (group work): read the text again (scan)
strategies: and answer the following questions:
skimming, 1. What are the effects of noise pollution on
scanning) T-SS people?
12min Read for details SS-SS 2. What will happen if urban noise continues to
SS-T increase at the present rate?
3. According to you. How can we decrease noise
pollution?
Task Three: link the words in column A with their

SS need to definitions in Column B
understand key A: Words B: Definitions
Identify the terms in the text 1.Irritability a. Related to
8 min meaning of and enrich their the mind and
words according vocabulary brain.
to context. through learning 2.Borne out b. The
how to identify condition of
the meaning of someone
words according 3.mental who is easily
to context. made angry.
c. Relating to
4.urban or
designating
a city
d. Is confirmed
Task Four (pair work):

Pick out examples from the text on the previous page
Identify the Ss need to know T-SS to complete the blanks in the tip box below
10 different types how to write a SS-T
min of sentences in a paragraph T-SS
paragraph.
********** Tip Box*********************
There are generally three types of sentences in well
written paragraphs
A. Topic Sentence: it is generally the first
sentence in a paragraph which can be
considered as the general idea of the
paragraph.
e.g.,……………………………….
B. Supporting sentences: these sentences give details
to support/ develop the general idea made in the topic
sentence.
e.g.,………………………………………….
C. Concluding sentence: it is generally the last
sentence of the paragraph which logically concludes
the ideas discussed in the paragraph.
e.g,. …………………………………………..
*Ss pick out the sentences and complete the tip box
*T guides
*Ss correct orally and on the board.
* (further explanation): Teacher here can explain
more to students through linking the paragraph to a
burger saying that a paragraph is like a burger: We
cannot eat a burger if one part is missing and we
cannot write a paragraph without a topic sentence,
supporting ideas, or a concluding sentence
3min Topic sentence
supporting ideas
Concluding sentence
Post Reading:
Task five: Re-order the following sentences to get a
coherent paragraph with a topic sentence, supporting
ideas and a concluding sentence.
A. There are various laws to ensure that the noise
Re-order making industries are located far from the residential
5min sentences to get areas.
a coherent B. Governments are playing a vital role in preventing
paragraph. noise pollution.
C. Moreover, Community law enforcers are keeping a
check on the misuse of loud speakers, outdoor parties
and public announcement.
D. The industries are also directed to install silencing

devices into their noisy machines.
E. Though these measures cannot stop the problems

of noise pollution but they can, at least, reduce the
negative effects of this phenomenon.
F. Some states have also banned the use of loud

speakers after 10 pm in the night to avoid public
discomfort.

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Unit

II: Waste Not, Want Not

Reading for writing

 Anticipate the content of the reading passage

Interactive, Interpretive reading, productive

Required Materials: pictures, white board, pens, etc...

Task Three: link the words in column A with their

Task Four (pair work):

D. The industries are also directed to install silencing

E. Though these measures cannot stop the problems

F. Some states have also banned the use of loud

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