intermediate, Grade 5, A2 to B1 level
To provide fluency speaking practice about describing landscape in the context of the great outdoors.
To provide scan reading practice using a text about landscape paintings in the context of the great outdoors.
To provide listening practice using a text about describing landscape in the context of the great outdoors.
Procedure (61-90 minutes)
video: watch this video about landscape paintings. Tell your partner your favourite painting and why. T monitors and take notes to be considered during the speaking tasks later on.
1) In pairs, T asks Ss to look at the painting on the right part of the page and describe what they can see. As feedback, T shows the short paragraph on the left part. 2) Activity 2, p.32 T asks the class to skim the passage first T elicits the topic "landscape history" T sets the task and focuses Ss' attention on the example. Ss work individually to fill in the gaps then they check in pairs. T monitors and gives help when needed. T provides feedback to show the correct answers, and asks follow up questions for CCQs: 1- When did landscape are become more important? 2-Who were the most popular English landscape painters? 3- where did they paint? 4- How did the impressionists paint?
Activity 4), P.33 T sets the class in groups of 4 Ss T sets the task: How many pictures are there? Look, which is your favourite, tell your friends T monitors and takes notes.
As feedback on the previous task, T plays the audio of Activity 5) SS listen and answer. Answers: 1= painting 1 2= painting 4 T plays the track again, this time Ss are instructed to focus on the order of description. T elicits that the speakers: -describe the landscape from front to back. - add more details about people and objects.
T sets the class in the same groups again. This time, Ls should describe their favourite landscapes again in the light of the previous model track. SS discuss the differences between the first time (before the track) and the one after. T monitors and gives help. instructions: Work again in the same groups, describe your favourite landscape in the right way this time. Tell how different is the second time descriptions. ICQs: How many tasks? = 2 What are they? = describe the landscapes in more details, then tell the difference between your first and second description
After Ss finish descriptions, T provides feedback on all the comments that have been collected. T explains some extra useful expressions about directions on the board: in front of behind next to between The landscape in bright colours The man/ woman who ......(is/does something) T mimes the actions and Ss say. Then Ss mime in pairs
T focuses SS' attention on the project part. T gives Ss time to read the heading, then elicits the steps: Look at the passage, what should you do? = choose the words I like to design a landscape. Next, draw your landscape describe it to your partner Finally, present it to the class. You have 10 ms to finish your design ICQs: Are you going to read it first? Are you going to choose the words? What should you do next? = draw the landscape In pairs, Ss discuss their landscapes together. (6 ms) Finally, SS present their work in front of the class The rest of the class take notes and ask questions