Liz Liz

Global Up Int - U1 p6-7
B2 - Upper Intermediate level


This lesson is the first in a series of lessons on the topic of "Alive and Well". It is based on three reading texts entitled "How does your city make you feel alive?" in which people living in three different cities answer this question. The first part of the lesson will integrate listening with reading and speaking through a jigsaw activity. Ss will first listen to all three texts for gist, then in 3 groups read just one of the articles for detail and inference. Ss will then regroup to explain what they read and work together to work out the meaning of vocabulary in context in the texts. The second part of the lesson will briefly review the use of auxiliaries before focusing on the emphatic use of auxiliaries to correct/contradict or stress a point.


Zod1hiithya6dvb9n4au globupint u1 PPT
Abc Reading ex 4
Abc Reading ex 5

Main Aims

  • First lesson: To provide Ss with practice in the integrated skills of reading for detail, inference and deduction and speaking for fluency and expressing opinions using a text about "How does your city make you feel alive?" in the context of "Alive and Well"
  • To provide clarification and practice of narrative tenses in the context of right or wrong
  • Second lesson: To provide clarification and practice of the emphatic auxiliary in the context of how your city makes you feel alive

Subsidiary Aims

  • Second lesson: To provide review of auxiliaries and practice in speaking for fluency and expressing opinions in the context of how your city makes you feel alive
  • First lesson: To provide Ss with practice in listening for gist and to introduce useful supporting vocabulary in the context of how your city makes you feel alive


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

Introduce myself and meet the Ss. Focus Ss on two statements (Slide 1): "You can only feel alive if you live in a big city." "You can only feel alive if you live away from a big city." Ss work alone to decide which one they agree with more and think of two or three reasons or examples to say why they think this. Ss work in pairs/small groups to explain their reasons. Monitor w/c FB - did they have the same ideas? Why/why not?

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible and to introduce some useful vocabulary

Show Ss pictures of three cities (Slides 2-4) and elicit the names - Delhi, Sydney and San Francisco. Ss discuss in pairs/small groups what they know about them. Monitor. Take some general FB. Pre-teach vocabulary from Glossary - eliciting using visuals: a crag (n) - a steep part of a cliff or rock face - (Slide 5) CCQs - Is it the whole of the rock or part? Part. Can you easily climb it? No. Why? Because it's steep. a crevice (n) - a narrow opening in a rock of a wall (Slide 6) CCQs - Is a crevice wide or narrow? Narrow. hover (v) - to remain in the same place in the air (Slide 7) CCQs - When something hovers, does it touch the ground? No. Is it moving or staying in the same place? The same place. What other things can hover? Some birds, flies, etc. ...and definitions/examples (realia): evade (v) - to avoid being caught by something or someone CCQs - If you evade something or someone, do you want to hide or get away? Yes. Does the thing/person catch you? No. What things/people might you evade? Taxes (i.e. tax evasion - give the noun form), the police, etc. adhesive (n) - a substance used to make things stick together, glue (use a glue stick and post-it notes to show this) CCQs - What do we use adhesive for? To stick things together. Board each item, elicit and mark parts of speech and word stress. Drill.

While-Listening (pre-reading) (5-7 minutes) • To provide students with less challenging gist and specific information listening tasks and to prepare them for reading

Focus Ss on the headings in Reading ex 1 (show Slide 8). Tell Ss to listen to three people describing how their city makes them feel alive. Say which city they are talking about and match it to the heading. (If time, Ss guess which heading goes with which city to prepare them for the listening through prediction.) Ss listen and match. Ss peer-check. Ss come to the w/b and write the correct answers for FB.

While-Reading #1 (12-14 minutes) • To provide students with more challenging detailed and inference reading tasks. To give Ss freer practice and the opportunity to share their ideas.

Divide the Ss into three groups. Tell them they will each read about one of the cities to find out what the person says about different aspects. Focus them on the points in Reading ex 2. Tell them to underline phrases or sentences in the texts that refer to these aspects. Tell Ss not to worry about new words - we'll look at them later. ICQ - Will you work alone or together? Alone. Can you use a dictionary? No. Ss work alone to read texts and complete the task. Monitor. Ss in their groups to compare their ideas and say if the writers find these things positive or negative and find examples in the texts to support this. (Reading ex3) Monitor and support where needed. Regroup Ss into groups of 3 - each with one city text. Ss tell each other about the city they read about and their answers to ex 3. Monitor. Take general FB - which writer(s) felt more positive about their cities? How did their cities make them feel alive?

While-Reading #2 (8-10 minutes) • To provide students with a more challenging deduction reading task - to encourage them work out meanings of vocabulary from context.

Focus Ss on Reading ex 4. Look at the first example together. "If you hustle onto a bus, are you moving slowly or quickly?" Look at the San Francisco text and where "hustle" is used. Elicit the answer - i.e. it must mean moving quickly as people are going to work and so are usually in a hurry. CCQ - Are there a lot of people or just a few? A lot. Do they wait for other people or try to push past them? Try to push past them. Where in Istanbul are you likely to be hustled? Getting onto the metro, metro bus, minibuses, etc. Ss work in their groups to work out the meanings of the verbs in Reading ex 4. Monitor and help where needed. If time, Ss regroup and share their ideas. If not, Ss look at the answer keys on the walls. Deal with any questions in FB and elicit/provide further examples if needed.

Post-Reading (5-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned. To give Ss freer speaking practice

If time - Ss in groups discuss if they have ever fallen in love with a city they have visited. Which one and why? Monitor Take some general FB

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