Traveling Around (A jigsaw reading lesson) 60′

I have planned and posted this lesson here on January, 19th 2017. However, I have had the chance of using it again and thus I had the opportunity of reflecting upon it and consequently of changing it, adding more feedback steps, visual aids and linking the steps better. I have also added a PowerPoint file.  

This lesson will be about an article written by Yvon Chouinard (Patagonia’s CEO) on ‘The Huffington Post’. It is divided into 4 parts, so students will perform a jigsaw reading activity. 

Level: Advanced (C2)

Age of group: Adults and Young Adults (15 on)

The material used: Traveling around the world

[Slide 1]

1.Introducing the topic of the lesson

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 2′
  • Monitoring: Check whether students understand what the topic of the lesson is and what is going to be discussed.
  • Feedback: —
  • Steps: Show students the first slide and the topic of the lesson.

 

[Slide 2]

we travel not to escape life

2. Setting the scene

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 5′
  • Monitoring: T walks around the room to support students and to take notes on their contributions. 
  • Feedback: Focus on vocabulary and pronunciation. Board relevant notes.
  • Steps: Show students the picture on slide 2 (above) and ask them “to what extent do you agree with it?”

[Slides 3 & 4]

3. Reading Task (1) Lead-in

 

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 7′
  • Monitoring: T walks around the room to support students and to take notes on their contributions. 
  • Feedback: Focus on vocabulary and pronunciation. Board relevant notes.
  • Steps: Ask ss 1) “Have you ever traveled for so long and one day you realised that ‘this is no longer a holiday, it’s your life’? 2) “Would you be courageous enough to drop everything and travel the world? [alide 4] 3) ‘There’s no substitute for just going there.’ Do you agree with him? How so?

[Slide 5]

4. Jigsaw Reading Task (2) – while reading

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 20′ (7′ to read / 3′ to answer the questions / 10′ to share their ideas)
  • Monitoring: T walks around the room to support students in case they need help while reading and to take notes on their contributions. 
  • Feedback: Focus on the answers – vocabulary and spelling. Board relevant notes.
  • Steps: Ask ss to 1) Each student will have 1 (out of 4) part of his article on The Huffington Post. 2) Read, take notes, and answer the questions. 3) Share what you have gathered with your peers.
  • Questions are A) What stereotype does he focus on? B) What is the main topic that is being discussed? C) What advanced vocabulary does he use (bold) and what does it mean?

[Slide 6]

5. Jigsaw Reading Task (3) – Follow-up

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 5′ 
  • Monitoring: T walks around the room to support students and to take notes on their contributions. 
  • Feedback: Focus on vocabulary and pronunciation. Board relevant notes.
  • Steps: Ask ss 1) What part do you relate the most to? Why?

[Slides 7 – 11]

6. Jigsaw Reading Task (4) – Vocabulary work

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 10′ 
  • Monitoring: T walks around the room to support students and to take notes on their contributions. 
  • Feedback: Focus on vocabulary and pronunciation. Board relevant notes.
  • Steps: Ask ss to check the vocabulary in bold in their texts and talk to their peers to check the meaning. Students are allowed to use the dictionary (apps) and/or ask the teacher – after having talked to their peers. The words are:
  • Introduction: as much as, fast-track, complacent, get a kick out of
  • Part 1: hold up, eager to, a modicum of /ˈmɒdɪkəm/
  • Part 2: to be mugged, to wave, to be knocked off, caveat  /ˈkeɪvɪæt/, to binge do something /bɪnʤ/
  • Part 3: expenditure /ɪksˈpendɪʧə/, to be blown away /bləʊnəˈweɪ/ (show catenation that happens between: /n/ + /ə/)
  • Part 4: cinch /sɪnʧ/, figure out, peak, hitchhike, Ryanair 

[Slide 12]

7. Vocabulary in context (meaningful use)

  • Interaction: T-SS / SS-S / SS-SS
  • Timing: 8′ 
  • Monitoring: T walks around the room to support students and to take notes on their contributions. 
  • Feedback: Focus on vocabulary and pronunciation. Board relevant notes.
  • Steps: Ask ss to discuss the following questions: 1) What have you currently been doing to have a fast-track career development? 2) Lately, what have you been feeling complacent about? 3) Besides English, what else are you eager to learn? 4) Do you reckon Brazilians show a modicum of respect towards foreign cultures? 5) Have you ever given a recommendation with many caveats? 6) Are you usually blown away by anything?

[Slide 13]

8. Revisit the topic of the lesson and ask ss how useful or meaningful the vocabulary acquired was. 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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