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Celta TP2 21 November-Climate Change Impacts
Upper-Intermediate level


In this lesson students think and learn about how climate change effects the globe through a reading text and discussions about it. The lesson starts with a video drawing attention to how global warming can influence our world and what causes it. Then they continue with a pre-reading task which helps them find out the meanings of the vocabulary in the text they will read. In while-reading stages, they firstly continue with an initial reading task, then they read again for specific information and they go back to the text again to discover how referencing is carried out to give a piece of scientific information in an article.Then they discuss some questions in pairs before finishing the lesson.


Abc Word-Meaning-Photo Matching Sheet
Abc Language Leader UPP SB, U2.2, p. 18-19 ex 1-6
Abc Climate Change Impacts Photos
Abc Glue

Main Aims

  • To provide students with practice in reading for gist, details and referencing in the context of climate change.

Subsidiary Aims

  • To provide students with practice in speaking for fluency


Lead-in (3-4 minutes) • To set lesson context and engage students

Start the lesson connecting by setting the context of climate change with a short video about it. Check their existing knowledge of climate change and its impacts by asking some simple questions about the video.

Pre-Reading (7-8 minutes) • To prepare students for the text and make it accessible

Use a matching task to pre-teach the key vocabulary. Give them the worksheets which have the target vocabulary and some spaces on to stick the cut-up meanings and the photos onto. Hang the answer key on the board so they can check as groups and hang their own sheet there. Clarify meaning by giving them some key words and asking them to say what the word is. Wprk on pronunciation on the board for some difficult ones, if necessary.

While-Reading #1 (6-7 minutes) • To provide students with less challenging gist in a reading task

Use ex. 3 as your gist task. Make sure the students understand the headings (so check for vocabulary before they start the task) and check instructions to highlight the extra heading they will not use. Set time limit for 2 minutes to ensure reading quickly. Get them to compare their answers in pairs before WCF. Elicit key words that helped with the task during feedback.

While-Reading #2 (9-10 minutes) • To provide students with a more detailed reading task to practice referencing using specific information.

Use ex. 4 to practice referencing. Set 5 minutes for the task. Do the first one as an example if necessary. Before plenary feedback, get them to check in pairs. Ask them to show where the information is in the text.

While-Reading #3 (7-8 minutes) • To provide students with a more detailed reading task to identify resources of key factual information

Ex. 5 practises intensive reading focusing on a key academic skill. Set 4 minutes. Ask for justification and make learners refer back to the text during feedback. Get them into pairs for peer-check before WCF.

Post-Reading/Listening (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Use the questions in ex. 6 to help learners share opinioins and practice speaking. Set 3 minutes for the task. Monitor discussions and give feedback on language use at the end.

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