Selin Selin

TP6
Upper-Intermediate B2 level

Materials

Abc Guided Discovery Handout
Abc PPT Slide with pictures of TL
Abc Latham-Koenig, C. & Oxenden, C. et al. (2014) English File UpInt Ts Bk 3rd Edition, OUP
Abc Latham-Koenig, C. & Oxenden, C. (2014) English File UpInt Ss Bk 3rd Edition, OUP
Abc Latham-Koenig, C. & Oxenden (2014) English File UpInt Wk Bk 3rd Edition, OUP

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of extreme weather types
  • To provide gist and detailed listening practice using a text about Eco-Guilt in the context of extreme weather typese

Subsidiary Aims

  • To provide clarification, review and practice of modifiers with strong adjectives in the context of extreme weather types

Procedure

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

The teacher greets the students with a positive manner and starts the lesson with a PPT slide. The teacher asks the students: "do you follow forecasts? (by eliciting the word 'forecast'), "how often do you check forecasts?", "have you heard the forecast for tomorrow or next weekend?", "what's the weather like today?"

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

The teacher asks the students the following questions: "what's your favourite weather?", "does the weather affect your mood?", "what do you like doing when the weather is bad?", "have you ever experienced extreme weather?", "how did you feel?" Then, the teacher asks the students to work in pairs and talk about the questions. After giving some time to the students, the teacher asks the pairs their answers.

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

The teacher explains that the students are going to hear three speakers who have experienced extreme weathers in the UK and they are going to match them with the appropriate speaker. The teacher plays the track and after the students answer the questions, the teacher asks them to swap their paper and compare answers. Then, the teacher displays the answers on the board for the feedback.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The teacher explains that the students are going to listen to the track once again and they are going to answer four questions related to the speakers' experiences. The teacher plays the track and stops the track after each speaker to give them some time to fill in the table. After the track finishes, the teacher plays the track if the students have missed some points. Then, the teacher projects the answers on the board for the feedback and asks the students to check their own answers.

Grammar Presentation (6-4 minutes) • To review grammatical structure of modifiers with strong adjectives and provide practice for the next stage.

The teacher gives the guided discovery handout to the students to review and practice the structure of modifiers with strong adjectives. The teacher gives students some time to review the structure, then the students answer the questions as whole-class. The teacher projects an answer key on the whiteboard.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher projects the speaking prompts on the whiteboard and explains that they are going to talk about any weather they have experienced. The teacher gives some time to the students to think about their answers and then, asks them to work in groups of three and talk about their experiences by saying 'I am going to tell you a time when...' After students prepare their answers, they start to talk about the topic. Then, the teacher monitors and corrects their errors if time permits.

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