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|Subject: English |
Theme: Endangered species. Work with texts and pictures
Lesson objectives: - revise subject specific vocabulary by matching and translating the words;
- read a text to identify main and specific information;
- analyze a text to present information creatively.
Plan of the lesson:
Organization moment (2 minutes, Whole Class Work)
Teacher explains the lesson objectives.
Warm –up (7 minutes, Individual Work)
Students are suggested a quiz of 3 variations with 3 different tasks (matching, translating into Russian or English) for their choice. This activity is acceptable to revise the vocabulary of the previous lesson; it is a kind of challenge for students to choose the appropriate one.
Pre-reading (10 minutes, Whole Class Work)
Students are asked about organizations they know that focus on conservation of nature and protection of endangered species. Teacher elicits the answers and presents the theme of the lesson.
Teacher shows a short video about IUCN (International Union for Conservation of Nature) and statics about endangered species (https://www.youtube.com/watch?v=0uf5e9vsXWo)
Teacher can ask some comprehension checking questions such as:
• What kind of organization is IUCN like?
• What are IUCN’s functions in the world?
• What are their future plans?
• Why are such organizations important for the world?
While-reading (13 minutes, Pair Work or Group work)
Students are given a text with pictures to read, analyse and present. (The texts are taken from the official site of UICN and include information about the most amazing species in the world that are under the threat of extinction). Students work in pairs to discuss the content and ways of presenting the text.
Students may work with paper or online electronic dictionaries to find the meaning of unknown words from the text or Teacher may present vocabulary list connected with the texts beforehand.
Teacher may suggest the following techniques of presentation:
1. “symbol”, where students present main points of a text using symbols and giving explanations to the symbols.
2. “scheme”, where students present the text in the form of scheme showing the logical connections of the sentences.
3. “theatre”, where students can present their text in the form of play.
4. “literature”, where students can present their text as a poem, a fairy-tale or a short story.
5. “interview”, where students ask and answer the questions to present information given in the text.
The techniques of positional reading, which are widely used as the content of different subjects, can also be applied for English language. The suggested strategies were successfully tested by 8 graders, who had an opportunity to show not only their creativity and knowledge of English but also their ability to cooperate.
Post –reading (10 minutes, Whole Class Work)
Each pair or group should present their texts using different strategies, while others should evaluate their work paying attention to the following assessment criteria:
- relevant content
- grammar accuracy
Feedback (3 minutes, Individual Work)
Each student chooses phrases that are close to their feelings and opinion about the lesson form a suggested list:
• I have known that…
• I have been surprised that…
• It was interesting for me that…
• I couldn’t understand…
• I found it difficult when…
and etc. every teacher may vary the list of the phases in accordance with level and interest of the students.
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