A NEW WELL
The water Trail
Sadia and her daughter Bilki woke at 4:30 a.m. They dressed quietly,
trying not to wake the four boys. They lifted their big water containers and
tiptoed out of the hut. Every morning and afternoon, the pair walked five miles
from their village to a dirty pond to collect water. Because they were part of
a big family, they needed to go twice a day.
Sadia and Bilki were both tired, but they watched the path carefully.
Last week, Sadia’s friend was bitten by a snake! At the pond, Sadia and Bilki
filled their water containers. The water was dirty. Birds waded in the pond.
Other animals drank the water. Sadia sighed. She knew the water was full of
germs. It could make her family sick, but there was no other water for miles.
A letter of Hope
The water containers were heavy. Sadia and Bilki walked home slowly.
They stopped to rest and to talk to a woman from another village. The woman
told Sadia about how the people in her village had built a well. She didn’t
need to collect water anymore. She gave Sadia the address of an organization
that could help their village build a well, too. Sadia was very excited.
Sadia and Bilki arrived home just as the boys were about to go to
school. Three of the boys quickly drank some of the water and washed up before
running out of the hut. But Bilki’s youngest brother was very sick. He had to
stay home from school again today.
Sadia was away from school, too. She used to be a teacher, but she had
to leave her job. There was not enough time left in the day to work after
collecting water. Bilki couldn’t go to school either. Sadia talked to other
people in the village. They all wanted clean, safe water, so Sadia wrote a
letter to the organization she had heard about to ask for help. She waited and
hoped.
Helping Hands
A few weeks later, Sadia got a letter back. Her application for help to
build a well had been accepted! Everyone was very excited. The people in her
village elected a water committee to supervise the project. As the letter
instructed, they put together a list of local resources and technicians. They
collected the sand and gravel that would be used for building the well. When
the engineer from the city came to help them a month later, they were ready for
him.
The villagers who were not sick got together to help in any way they
could. The engineer trained local technicians and showed them how to maintain
and repair the pump themselves. He also taught everyone in the community about
the importance of clean water and how to stop diseases from spreading.
When they had finished, they were all very proud of their new well. It
had a manual pump and a spout to fill the water pots. The well was fully sealed
so the water couldn’t be contaminated.
Clean Water at Last!
The day after the well was built, Sadia woke at 6:30 a.m. She jumped up,
worried that she had overslept. She was afraid she didn’t have time to collect
water before the boys went to school. Then she saw children eating breakfast
with full water containers beside them. Sadia remembered the new well. Bilki
had already been to fill the water pots-with clean water!
Sadia laughed. Now there was clean, safe water on her doorstep. 24 hours
a day. She no longer had to worry about her family getting sick from diseases
in the water.
When the boys left for school, Bilki went, too. She no longer had to
spend all her time collecting water. Now she could go to school like she had
always wanted. Sadia walked the children to school. She asked for her old job
back as a teacher. The head teacher was pleased. Sadia started work the very
next day!
A New Life
Over the next few months, the people in the village really felt the
difference the well made in their lives. Everyone in the village had more time
and energy. Most of the young girls could go to school now, too.
Sadia spoke to other women in the village. They were looking forward to
having time to work and earn money for their families. Some of Sadia’s friends
had started small businesses. They were selling fruit and soup at the marked.
Sadia’s neighbor had started making soap. She thought it would help with
people’s hygiene.
The water committee had also set up a fund to maintain the well.
Everyone in the village paid a small fee every month for using the well. That
way, there was money for improvements and repairs. The well was the key to a
new life for the village.
1. Pre-lectura/Pre-reading.
Presentar el tema: Localizar África en el mapa, trabajar vocabulario
(flashcards).
ACTIVIDADES/ACTIVITIES
2. Lectura
del cuento en voz alta a los alumnos
- En el primer ciclo, con cuentos interactivos (Pop-up book).
- En el segundo ciclo, una lectura participativa, para entender la historia.
- En el tercer ciclo, la lectura será más seria.
3. Reading.
Mientras se está realizando la lectura, se puede interactuar con los alumnos.
- En el primer ciclo, se puede comentar las imágenes con los alumnos, trabajando así el vocabulario o la gramática vista anteriormente.
- En el segundo ciclo, podemos hacer pausas durante la lectura para preguntarles cómo creen que continuará la historia de forma oral.
- En el tercer ciclo, pueden trabajar la escritura más profundamente, por lo que podrán continuar la historia como crean de forma escrita.
4. Post-lectura/Post-reading.
Una vez realizada la lectura se podrán realizar diferentes actividades.
- Comentar con los alumnos que opinan del problema del agua en diferentes países y el uso que le damos nosotros.
- En el primer ciclo se pueden realizar actividades de comprensión, presentándole imágenes o párrafos desordenados, de forma que tienen que ponerlos en el orden correcto.
- En el segundo ciclo, los alumnos pueden continuar la historia, imaginando como sería un día de los habitantes del poblado una vez que poseen agua limpia y de fácil acceso.
- En el tercer ciclo, se les pedirá que describan un día de su vida tal y como la conocen, y después que describan un día imaginando qué harían si no tuvieran agua en sus casas.
- En todos los ciclos, se puede realizar una representación de la historia, siguiendo el cuento o cambiando parte de él.
Tanto la
lectura como las actividades, pueden llevarse a cabo en español o en inglés,
adaptándolas de una forma adecuada.
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