CAE Part 7 (Gapped text) – The fight to save New Zealand’s giant parrot

In this lesson, I present a CAE Reading (part 7 – gapped text) taken from French, A. (2009) CAE Testbuilder New Edition. Macmillan. The title of the text is “The fight to save New Zealand’s giant parrot”. So it will involve a lot of New Zealand and green issues, such as saving endangered animals. It can be used with Young Adult and Adult students.

Material: 

CAE Testbuilder – Reading Part 7 – Gapped Text + answers  CAE Testbuilder test 1 READING gapped text + answers

PPT file to be used in class – CAE The fight to save New Zealand’s giant parrot

[Slide 1]

  1. Presenting the topic of the lesson
  • Timing: 3′
  • Interaction: T-SS
  •  Monitoring: T makes sure students understand the topic and what the lesson is about.
  • Feedback: (only if necessary)

[Slide 2]

2. Setting the scene

  • Timing: 8′
  • Interaction: T-SS / SS-SS / S-SS
  • Monitoring: T goes around the room, listens to ss’s contributions and take notes to be used as feedback.
  • Feedback: Focus on vocabulary and pronunciation.

Here students will talk about what they know about New Zealand. I decided to use some visual aids to help students activate their schemata. Some of the photos are:

[Slide 3]

3. Pre-teaching vocabulary

  • Timing: 15′
  • Interaction: T-SS / SS-SS / S-SS
  • Monitoring: T goes around the room, listens to ss’s contributions and take notes to be used as feedback.
  • Feedback: Focus on vocabulary and pronunciation.

Students are going to work on the vocabulary below. This is connected to the next step.

Discuss with your peers the meaning of these words. 

  1. To stage (v)
  2. To mate (v)
  3. Camouflage (n)
  4. To breed (v)
  5. at an alarming rate” (collocation)
  6. Traps (n)
  7. To startle (v)
  8. To thrive (v)
  9. A breakthrough

[Slide 4]

4. Skimming

  • Timing: 8′
  • Interaction: T-SS / SS-SS / S-SS
  • Monitoring: T goes around the room, listens to ss’s contributions and take notes to be used as feedback.
  • Feedback: Focus on vocabulary and pronunciation.

Quickly go through the text and find the words from the previous step.

  1. How are they trying to save kakapo?
  2. In your opinion, the text has a more optimist or pessimist view? What words support that?

[Slide 5]

5. Scanning

  • Timing: 20′
  • Interaction: T-SS / SS-SS / S-SS
  • Monitoring: T goes around the room, listens to ss’s contributions and take notes to be used as feedback.
  • Feedback: Focus on vocabulary and pronunciation.

Students do the task per se. I have included some tips to students:

Tips:

Focus on every two paragraphs so you can focus more

Choose the best option (even if the choice involves 2 or 3 options)

Never try to find the extra paragraph straightaway

As soon as you finish the task, make sure you have only 1 option per number.

[Slide 6]

6. Follow-up

  • Timing: 5′
  • Interaction: T-SS / SS-SS / S-SS
  • Monitoring: T goes around the room, listens to ss’s contributions and take notes to be used as feedback.
  • Feedback: Focus on the content of the contributions.

This follow-up will involve two different focuses:

Exam wise:

  1. How did working on the vocabulary before doing the task help?
  2. How did the tips work for you?

Task wise:

  1. Are there any endangered species in your country?
  2. How would you like to help near extinct species?

[Slide 7]

7. Re-visit the topic of the lesson

  • Timing: 2′
Advertisement

Published by

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

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s