To provide reading for specific and detailed information on the importance of preserving Mother Earth
To provide review and practice useful lexical sets to describe the natural features of their country (e.g. hills, mountains, field, forest, river and desert)
Procedure (32-47 minutes)
T shows the picture of a red Indian to elicit the word "sacred". T: Do you know the person in the picture? (Yes, he is a red Indian.) T: What do the red Indians value much? (They value their community and the nature a lot.) T: Community and nature are "sacred" to the red Indians. T uses CCQs to deal with meaning and later on with PFA. CCQs: T: When something is sacred to you is it important? (Yes, it is.) T: When something is sacred to you is it respected? (Yes, it is.) T: Can you find anything in this room that is sacred to you? (Ataturk) T: Is smoking sacred to the Turkish people? (Yes, it is.)
T shows Ss the picture of "David Suzuki" and introduces him to set the scene. > T: David Suzuki is a Japanese-Canadian academic and environmental activist. T shows Ss the picture of the book "The Sacred Balance". > T: The Sacred Balance" is a book by David Suzuki. T gets Ss to pair up to guess what balance David Suzuki mentions in his book. > T: What specific balance does David Suzuki mention in his book? Ss discuss ideas in pairs. T monitors to help Ss with any useful language. Ss share opinions and come up with ideas. T puts the ideas on the board for the Ss' attention and later reference.
With reference to the preset gist options on the board, T allocates 5 minutes for the sub-skill of reading for the main idea. T instructs Ss to read "The Sacred Balance" quickly to discover the main theme. T emphasizes Ss should not let the the new words block their understanding of the gist. Ss read the text and - while reading - individually figure out the best preset gist options. T gets Ss to team up in groups to share opinions. T monitors Ss' activity to help with any useful language. Ss share opinions as a whole class and settle on the best option.
T gives out the key vocabulary H/O, which helps the Ss to practice reading for details. T allocates 5 minutes for completing the lexis matching exercise. Ss pair up to get the matching task done. Ss change pairs to compare responses. T allocates 5 minutes for the sub-skill of reading for details. T instructs Ss to read "The Sacred Balance" at a slower pace to discover the author's argument. T emphasizes Ss should not let the other new words stop their understanding flow. Ss read the text and - while reading - individually find the writer's line of reasoning. T gets Ss to team up in groups to share opinions. T emphasizes Ss should provide evidence (from the reading text) for their opinions. T monitors Ss' activity to help with any useful language. Ss share opinions as a whole class and settle on the best option.
T introduces the topic of "Holiday Programs" by asking Ss: > T: Do you ever watch holiday programs? > T: Do they describe destinations and holidays that interest you? >T: Have you ever gone anywhere recommended on a holiday program? T explains that Ss are going to make a holiday program about a place in Istanbul. T brainstorms the different things a presenter talks about when describing a place or city, e.g. geographical information, history, accommodation, activities and attractions, eating and drinking, shopping, transport links, prices, etc. T gets Ss to team up into groups of three & four. T asks each group to think of a place to talk about. T explains and makes sure each group has chosen a different place. T gives out a copy of the activity H/O to each group. T allows Ss to look at the different sections of the H/O and to check any items of vocabulary. Ss go through the worksheet in their groups, making notes for each heading. T monitors the activity to: 1. Make sure each S in the group is allocated a speaking part. 2. Encourage Ss to guess or invent information they do not know, e.g. hotel room prices, and to think of language and adjectives that really promote their chosen area rather than just describes it. 3. Go around helping Ss structure their presentation. 4. Help them also with language e.g. I’d like to talk to you about... , Let’s turn to ... , In the north/south/east/west of the country there are..., The capital is in the ... part of the country, and it's surrounded by ..., There's a famous..., People love to go and see the... etc. Ss may also need help with lexis e.g. rural, urban, climate, handicrafts, souvenir, appeal, etc. Groups take turns to present their slot to the class. T suggests team members record themselves and then show the whole holiday program in the next class. T sits in the background watching out for possible pronunciation/lexis/language errors. T provides feedback on language and content.