[CAE] Why do we Sleep? – Reading – Part 6.

  • Objectives of the lesson:

By the end of this lesson, students will be better prepared to do part 6 Reading (CAE) successfully.  

This lesson will guide students to use some of the reading techniques and apply them to the day of the exam.

I would also like to point out Catarina Pontes and the tips she gives students who are preparing for the exams. https://www.facebook.com/culturainglesasp/videos/10154658696437601/

  • Material

PPT file: Why do we sleep

CAE 2016 Reading Part 6 – Why do we sleep? Why do we sleep

TED VIDEO – Emily Balcetis – Why do some people find exercise harder than others?

 

Objective Proficiency (Cambridge Official Preparation Material) – Unit 14.1 Get fit, live longer!

  • Profile

Age: 13 on 

Level: C1 CEFR

The topic of the lesson: Why do we sleep?

[SLIDE 1]

**Presenting the topic of the lesson

[SLIDES 2, 3]

**Setting the scene (first to the topic: being healthy) – activating schemata 

  • Steps: Ss are shown sentences on the board and they have to discuss (within their groups/pairs) if they are true or false – based on background knowledge (8′). After ss have to share their findings and we discuss everything as a whole group (4′). After Teacher shows the answers so students can discuss them further (2′).
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 15′
  • Monitoring: T goes around, listens to ss’s contributions, focus on vocabulary and pronunciation.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

Sentences + answers: 

a. Most people get enough exercise from their normal daily routine

False – It depends on what your daily routine is. If you work on a building site then you probably don’t need so much as someone who sits at a desk all day.

b. The younger you are, the less active you need to be

False – you need to keep active to keep your bones and muscles healthy.

c. It’s a good idea to eat pasta or banana before you exercise

True – They’re carbohydrates, good sources of energy.

d. It’s better to eat a large meal at lunchtime than in the evening

True – It will be digested much more easily than a large evening meal.

e. Running is the best form of exercise

False- It is just one form of exercise. It is best in combination with other types of exercise.

f. To live longer you need to give up smoking, drinking alcohol and coffee and become a vegetarian.

False – The only known way of living longer is to live on a very low-calorie diet.

g. You will only really get fit if you have a personal trainer.

False – Although having a personal trainer may make you more motivated.

[SLIDES 4, 5]

**Linking the last with the following step:

Do you do exercises very often? How do you feel about that?

Working the TED video (from 8’30”).

  • Steps: Ss watch a part of the video and answer the question: Why do some people find hard to exercise than others? (10′). Ss discuss their impressions with their peers. (5′). Ss share with the whole group (3′). [The answer is all about motivation]
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 18′ – 20′
  • Monitoring: T is in silence while students are watching. Then T goes around making notes on their contributions.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDES 6, 7]

**Follow up: 

How do you find the strength to do exercises? To keep fit? (5′)

**Linker (CAE reading task):

A good night’s sleep is priceless! Do you agree with that? How well do you sleep at night? (5′)

Do you agree with that? How well do you sleep at night? 

  • Steps: Ss answer the follow-up question (5′) and right after the linker question (5′). Ss share with the whole group (4′). 
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 15′
  • Monitoring:  T goes around listening to ss contributions, making notes on relevant vocabulary.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDES 8, 9]

**Brainstorming: Pre-Reading step.

  • Steps: Ss are given 10′ to brainstorm the title of the text, gathering information they already have based on their backgrounds, previous readings, documentaries watched, etc. After ss share with the whole group and T boards their contributions (5′). 
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 15′
  • Monitoring:  T goes making notes on relevant vocabulary.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDE 10]

**Reading: 1) Skimming (have a quick look at the article and answer a question). 

  • Steps: Ss read the whole article quickly and say if their brainstorming ideas were mentioned in the article. (4′). Ss share their findings with their peers. (4′). Ss share with the whole group (4′). 
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 12′
  • Monitoring: T goes around listening and making notes on what they have been discussing.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDE 11]

**Reading: 2) Scanning (have a more detailed look at the article and answer the questions proposed by Cambridge). (Why do we sleep)

  • Steps: Ss read the article taking more time, paying more attention to vocabulary and do the task proposed by Cambridge. (15′) Ss share their findings with their peers. (4′). Ss share with the whole group. T corrects the answers, looking back at the article sentences to prove why that is the best answer. (7′)
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 25′ 
  • Monitoring: T goes around listening and making notes on what they have been discussing.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDE 12]

**Reading: 3) Follow-up questions:

How do you reckon your bodily restorative functions have been working properly?

Do you sleep during the day? If so, do you feel well rested?

“…no species can survive without sleep” How has this statement surprised you?

  • Steps: Ss read the questions from the board and share their answers with their peers. 
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 10′
  • Monitoring: T goes around listening and making notes on what they have been discussing.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDE 13]

**Reading: 4) Working on Vocabulary:

– cite (verb)                          to mention something as a reason or an example, or in order to                                                support what you are saying

– core (noun)                        the most important or central part of something

– abound (verb)                    to exist in great numbers or quantities

– indisputable (adverb)       that is true and cannot be disagreed with or denied

– ample (quantifier)             large, often in an attractive way

 

  • Steps: Ss find the words (displayed on the board) and discuss with their peers. 
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 15′
  • Monitoring: T goes around listening and making notes on what they have been discussing. Clarify any meanings if necessary.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDE 14]

**Using vocabulary in context

  • Steps: Ask ss to use the vocabulary in sentences or questions to their peers.
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 10′
  • Monitoring: T goes around listening and making notes on what they have been discussing.
  • Feedback: Use your notes, board them and work on vocabulary and pronunciation.

[SLIDES 15, 16]

**Systematizing steps

  • Steps: Ask ss what steps were used before, while and after reading the article. And explain that on the day of the exam, they won’t have time to do exactly what we did, but if they practice it, it will become second-natured to them.
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 10′

Revisit topic of the lesson as ask students what they have learned.

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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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