kim kim

Upper-Intermediate level


In this lesson, students will be practicing their reading comprehension with a text in the context of environmental issues. The same text will be exploited in a number of exercises whereby the students will be reading for gist, scanning and further reading for detailed comprehension. There will also be speaking tasks to provide an opportunity for the students to practice fluency and to personalise the topic.


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Main Aims

  • To provide gist, scan and detailed reading in the context of environmental problems

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of environmental problems


Lead-in (4-5 minutes) • To set lesson context and to activate SS' existing knowledge of the topic

T projects images on WB of Environmental problems. T asks SS what they see: ELICIT a few words, write on WB. T asks SS to discuss in pairs : -Which environmental threats to the world do you think are the most serious and Why?

Pre-Teach Vocabulary (8-10 minutes) • To preteach/unblock key lexis needed to help students understand the reading text

T gives HO-1 to SS and ask them to keep their papers face-down. T: Before reading the text, let's first talk about a few more Environment-related words. ELICIT and DRILL: 1. DYES : Natural or chemical substance used to change colour of something DRILL! DRILL! DRILL! Write on WB 2. DUMPED: When you dump sthg, you throw it away w/out recycling it and w/out much concern about what happens to it. DRILL! DRILL! DRILL! Write on WB 3. GAS-GUZZLING: If you guzzle sthg, you eat or drink it fast and greedily. A gas-guzzling car uses a lot of fuel and is expensive and uneconomic. DRILL! DRILL! DRILL! Write on WB 4. TURBINES: a machine that converts movement of wind, gas or the power of moving water into electricity. DRILL! DRILL! DRILL! Write on WB 5. PLUMMETING: Falling very fast DRILL! DRILL! DRILL! Write on WB

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

SS flip their papers over. SS read the webpage and match the photos A-F to the stories 1-6 WC FB: Answers: A: 6, B: 5, C: 3, D: 1, E:4, F:2

While-Reading # 2 for specific info (3-4 minutes) • To practice reading for specific information (scanning)

SS are given HO-2 SS match the highlighted words on the webpage to the definitions 1-5. FB with WC. T writes answers on WB next to the lexis previously taught and written on the board.

While-Reading #3 (10-12 minutes) • To provide students with more challenging detailed reading tasks

SS are grouped into three's or four's depending on amount of SS. T asks SS to individually read webpage again and complete the stories 1-6 with missing sentences a-f in their groups. HO3 : T hands out jumbled missing sentences. ICQ! ICQ! When finished, SS get up and check results of other groups. T hands out answer key.

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

Let's play a Game! It's called : Who's the Greenest? T says: I will give you all a questionnaire. Imagine you are working for Greenpeace in Turkey or some similar organisation and you need to find out more about how environmentally friendly people are..... T models first question and answer with a S. T tells SS that they will all be getting up and walking around to question each other. ICQ! SS are given HO#4 (8 mins) FB with WC. Select S with most check-marks: ------ is the Greenest!

Post Reading #2-Should Time allow (5-5 minutes) • To develop oral fluency on the topic

SS discuss in their groups: 1. How exactly do each of these actions benefit the environment? 2. Can you add three more tips to this list? FB with WC. Wrap up lesson.

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