English Lesson Planner | TP1 - Lost in the jungle

Hertzel Dan Henderson

TP1 - Lost in the jungle - Upper-intermediate level

TP1 - Lost in the jungle
Upper-intermediate level

Materials

Text assigned to this group.

Text assigned to this group.

Main Aims

To provide practice for students to develop their ability to read for gist and detail in the context of "Lost in the jungle".

Subsidiary Aims

For students to practice speaking for fluency in response to, "Have you ever been in a really dangerous situation? What did you do?

Procedure (34-45 minutes)

Lead-in (4-5 minutes) • To set lesson context, raise interest and to engage students in the topic of Lost in the jungle.

T plays (1:30) slideshow with audio and visuals of the Amazon Rainforest Jungle and has Ss imagine where they are. Then T asks Ss: Have you ever been to the Jungle? Would you like to go? Imagine you're lost in the jungle: what dangers might you face?

Pre-Teach / Lexis (6-7 minutes) • To prepare students for the text and make it accessible

T selects 3 words and 2 phrases from the text to pre-teach. They are arranged in a matching quiz grid and Ss work together in pairs to match the words and phrases with their meanings in breakout rooms. The class returns to the main session for open class feedback. T covers Meaning, Form and Pronunciation for each word / phrase.

Reading for Gist / Detail (3-5 minutes) • To provide students with practice reading text quickly for gist and detail information.

Reading for Gist and Detail T instructs S they will read the text quickly to get q general understanding of the story. For the Gist / Detail task, T instructs S to choose the best alternative title for the text from 3 titles. Only one title, A, works as an alternative. S briefly discuss their choice in pairs in breakout rooms and build confidence to share their choice in open class feedback.

Reading for Specific (8-10 minutes) • To provide students with practice reading text for more specific information.

Now that T is assured S have a general understanding of the text, T prepares S for Reading for specific information. A True or False Quiz of 4 questions are displayed and T instructs S they will select True or Fals for each statement about the text. Only 1 statement is true. The other 3 have bits and pieces of true and false information and are purposely misleading to cause S to read more carefully.

Productive Task (10-13 minutes) • To provide Ss opportunity to respond to the text and practice speaking for fluency while expanding on new language they've learned.

T has Ss respond to: Have you ever been in a really dangerous situation? What did you do? If not, tell us (OCFB) about a dangerous situation you're afraid of. Ss are sent to breakout rooms to share their stories with classmates. T monitors the breakout rooms and listens for errors is their language. T notes a few errors to correct for the class in the next and final stage. Ss have fun practicing speaking for fluency with their classmates about dangerous situations.

DEC Detailed Error Correction (3-5 minutes) • To provide corrections to language used incorrectly during the Productive stage.

While the students were responding freely to - being in a dangerous situation - T refers to notes of mistakes made by the Ss and displays them on the board / screen. The T then encourages the Ss to find the errors and the class discusses what corrections are needed. T writes the correction. Mistake / error ownership is not mentioned.