Reading (Global Warming and Climate Change)
Intermediate, CEFR B2 level
For students to develop reading for gist and detail within a climate-related theme.
For students to start and further a discussion on global warming and climate change using vocabulary presented in the reading script.
Procedure (42-54 minutes)
Students are asked a threefold of questions about their experience and observations of weather; they are given a moment to understand them and are told to pair up and discuss their ideas with partners. Then there is some quick feedback to round this part off.
Students are asked to work on a number of words and phrases which are used in the text in pairs. They need to discuss the meanings and pronunciation patterns of the "blocking" vocabulary together. In the following part, answers are checked where pictures, examples and CCQs are used to check and clarify the vocabulary. Next, there is choral and individual drilling for the right pronunciation and the phonemic spelling of the difficult ones are written on board and then there is more drilling.
Students are given two minutes to read the text quickly and match four questions to four paragraphs composing it. They are asked to check answers in pairs by sharing the corroborative ideas between the script and the questions and answers are confirmed by giving open class feedback. For the next part they are given some more time and a gap-fill task to complete by reading the text again for finding more specific information from it. However, they also need to rephrase the sentences in the reading for filling in the gaps in task statements so they are notified that the grammar of the task sentences has to be correct. In pairs they are asked to compare answers and in case of different answers, they are told to find a compromise by looking back to the script and finding evidence. Lastly, there is whole class feedback to clarify all ambiguity.
The class are given a series of questions dealing with finer and deeper detail in the script and they are asked to work in pairs to find the answers in five to six minutes. Then they form groups (if possible) to share their findings and discuss their relation to the questions. The whole class feedback is provided next and students are prepared for their reflection on what they have read and discussed.
In the final set of tasks students are put in groups of three (if possible) to discuss the last series of questions to check their understanding of the topic and try to identify with it in a personalised way. The questions make them think of solutions for the problem of climate change as an individual and a part of society.