New lesson plan: Top 5 most extreme places to live in the world

Maryam

Top 5 most extreme places to live in the world - IELTS level

Top 5 most extreme places to live in the world
IELTS level

Description

In this lesson, students discuss places to live as well as practice reading for specific information and detail in the context of the most extreme places to live.

Materials

Cutting Edge(Cunningham,S. & Moor,P. Pearson)

Cutting Edge(Cunningham,S. & Moor,P. Pearson)

Main Aims

To provide gist, scan, detailed and inference reading practice using a text about Top 5 most extreme places to live in the world in the context of Places to live

Subsidiary Aims

To provide clarification and practice of Quantifiers with countable and uncountable nouns in the context of Places to live

Procedure (37-50 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ask the students what they particularly like/dislike about their city. Is there anywhere else in the country they would like to live?why?

Pre-Reading (2-5 minutes) • To prepare students for the text and make it accessible

Tell students they are going to read about extreme places to live in the world and Show them 3 photos. Ask the student where the places are. Elicit the answers but don't mention the correct answers.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible.

Text cut up in to paragraph for each group and one paragraph for each group. Ask them to work in groups and predict the weather in each paragraph. If the students are finding it difficult to come up with ides, write superlatives in the box(part 2) on the board. Elicit correct answers and write them on the board

While-Reading (5-7 minutes) • To provide students with less challenging gist and specific information reading tasks

Ask the groups to read text carefully and match the photos with the places in the box (1a) Then work in pairs and discuss which places looks most interesting? why?

While-Reading 2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Ask the groups to read a text again and decide if the statements in part 3 are true(T) or false(F) and correct the false statements. Elicit correct answers.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

work in groups and discuss about part 4. Each group tell their ideas and share it with other groups.