mehdi mehdi

ecochat, Reading
upper-intermediate B2 level

Description

In this lesson, students are going to learn the environment and some concerning facts which cause harm to the environment. The lesson starts with speaking and vocabulary about the environment and I am going to teach the reading section after that. I will show a picture to set the context and get students' attentions then it follows with gist and detailed reading to engage them more comprehensively and at the end of the lesson I will plan for speaking to improve students' fluency.

Materials

Ryccmiqrq8xmu3yfujsq warmer int Warmer Pic
Wgxer1vfsigtgkghp13u lead in 6 oics Reading pictures
Jvdhpdmsizbdtprczkws text ecochat Ecochat text
1pezire8s1ey25orkqcn sentences Sentences
Sjzdbumcrnaliqwtfx9m post reading gs post reading Q
Wy0mvfwptauv6iuehnbw discussion Discussion
Bsrvvofisw2dq8xlmpfp definition board game vocabulary board game

Main Aims

  • To provide gist, scan and detailed reading practice using a text about ecochat in the context of environment

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a debate in the context of environment

Procedure

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

T greets Ss. T shows a picture on WB and give Ss instruction. T asks ICQs. Ss discuss the following question by reading some facts in the picture. - Which of the things seem the most wasteful? T asks WCFB and elicits the topic of the today's lesson (environment).

Pre-Reading/Listening (4-7 minutes) • To prepare students for the text and make it accessible

T shows 6 pictures on the WB and gives Ss the instruction. Ss discuss & guess the answer of two questions. - What is happening in each picture? - What is the negative effect of each pic on environment? T asks WCFB.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss receive the text. T gives Ss instructions and asks ICQs. Ss do the task. T asks Ss to check their answers in pair. T asks WCFB.

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

T clarifies the meaning of three words. T writes them on the board ask CCQs. Ss receive 6 sentences. T gives the instruction and asks Ss to put the sentences in the correct place in each paragraph. T asks ICQs. Ss do the task. T gets Ss to check their answers in pair. Ss write the correct answers on the WB. T asks WCFB and ask the following question. - How did you find it?

vocabulary (5-8 minutes) • Board game

T introduces a board game and divide the class in 3 groups. T sticks 7 definitions of the words in the text on the WB in 3 columns. T gives the instruction and asks ICQs. Ss play the game.

Post-Reading/Listening (4-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T shows the following questions on th WB. T gives instruction and asks ICQs. Ss discuss the questions in group. T asks FB from each group.

Speaking (5-7 minutes) • To provide fluency and accuracy

T shows 3 questions on the WB to discuss. T gives instruction and asks ICQs. Ss discuss the questions and persuade each other why these changes in lifestyles are important. T asks WCFB.

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