Joseph Scott Joseph Scott

Joseph Scott, TP 2
Upper-Intermediate level

Description

In this lesson students revise and learn new vocab. about nature by dividing into three teams with a different theme to do with nature and competing to come up with the most words relating to that topic. Pre-reading vocab. will be introduced. After gist and detailed reading a text about the Eden Project in Cornwall Ss will answer three questions to test their comprehension and vocab. After feedback on the WB gist and detailed listening of a dialogue between two people planning a trip to the attraction practices listening skills through true and false questions and a TW exercise putting statements in a true or false column and comparing answers. The dialogue played establishes the context of use of the future continuous in making arrangements for the following lessons.

Materials

Abc HO with text extract and true/false statements.
Abc Audio recording R5.2.

Main Aims

  • To provide gist and detailed listening practice using a text on nature to introduce the concept and advanced vocab. and a dialogue to hone detailed listening skills.

Subsidiary Aims

  • Improve production on the subject of nature using more complex vocab. and introduce the future continuous for the next two lessons on making arrangements.

Procedure

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

Introduce self (again) and set a task establishing the context of nature by dividing the class into three teams named "jungle," "garden" and "coast" and have them come up with as many words in 3 minutes as they can. One S from each team will write all the words down in a labelled column on the board and the team with the most words wins.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Introduce words that will help Ss comprehend the text. Environment/environmental, climate/climates (topical, temperate, desert, arctic etc), humid, rainforest. Illustrate and brainstorm to reach understanding. Show photo of the Eden Project and get Ss to think in pairs what it might be and what might happen there and write down ideas.

Gist/detailed reading. (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give Ss text to gist read (30 seconds to skim passage) and compare their ideas of the Eden Project with the reality. Feedback on WB on any terms /phrases Ss had trouble with. Words "biome" will need ample definition. Given 2 mins to read text more thoroughly and answer 3 questions on text to test comprehension. In pairs Ss will come up with 3 reasons they would like/not like to visit using TL.

Gist/detailed listening. (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Ss listen to dialogue and tick which topics are referenced from list on HO. Answers to be compared in pairs with FB on WB. Divide class into two groups and give out cards with true/false statements on them, play dialogue again (but no more than twice) and ask students to listen carefully sorting true from false. Draw columns for each on the board and have one person from the class fill the true column and another the false and debate and compare answers and feedback on WB.

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

Have Ss each write a paragraph on whether they would/would not like to visit the Eden Project, why it could be an important project and how and when it would be best to go there. Monitor closely during writing time and have each S read out results.

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