Exploring the Oceans (CPE lesson/QR code) 60′

This lesson was planned for my CPE group of teachers. It will use Part 3 (Word formation task – Exploring the Oceans) and for that, I use Nat Geo “Sunken Slave Ship” article (QR code) to activate their schemata and set the scene.

The materials used:

Nat Geo “Sunken Slave Ship”: www.nationalgeographic.org/news/sunken-slave-ship-and-search-answers

QR Code (also in the PPT file): Oceans QR

CPE Paper 01 Part 03 Word Formation Task + answers: CPE Paper 01 Part 3 Oceans + answers

PPT file: Exploring the oceans

[Slide 1]

1.Introducing the topic of the lesson

  • Interaction: T- SS
  • Timing: 2′
  • Monitoring: Teacher checks whether students understood the topic and what the lesson will be about. 
  • Feedback: only if needed.
  • Steps: Students check the topic of the lesson on slide 1. 

[Slide 2]

2. Setting the scene / Reading lead-in

  • Interaction: T- SS / SS-SS / SS-S
  • Timing: 10′ (5′ to discuss the questions, 5′ to read the article and check their answers)
  • Monitoring: Teacher walks around the room and supports students. Also takes notes on students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Students answer the following questions:  1) Are you acquainted with this channel? What else does Nat Geo do? 2) If you were to read an article about“Oceans” what do you reckon it would revolve around? After, the students will use their mobile phones to read the QR code and check the “Sunken Slave Ship” article on the website – check their answers. 

[Slides 3 & 4]

3. Post Reading – work on vocabulary & pronunciation

  • Interaction: T- SS / SS-SS / SS-S
  • Timing: 15′
  • Monitoring: Teacher walks around the room and supports students. Also takes notes on students’ contributions. Correction on the spot can be used here. 
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: The students will check the following words that are transcribed to phonetic symbols and their task is to find them in the article. Once they have done that, T shows the words and the students discuss what their meanings are. After, briefly ask ss to use at least 3 words in a sentence. Remind students that we are using British English.
  • /ʌnˈpresɪdəntɪd/ – unprecedented
  • /rɔː/ – raw
  • /ˈaʊtpəʊsts/ – outposts
  • /ˈperɪʃt/ – perished
  • /ˌəʊvəˈwelmd/ – overwhelmed
  • /ˈpiːsɪŋ/ – piecing
  • /ˈaɪənˌmʌŋgə/ – ironmonger

[Slide 5]

4. Word Formation – Tip #1 (transform the words before doing the task)

  • Interaction: T- SS / SS-SS / SS-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room and supports students. Also takes notes on students’ contributions.  
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: The students will be asked to check the words on the board, think about how they might be related to oceans and transform each one (at least 2 or 3 transformations). This step is to show students that they will probably know what words will be used in the exercise itself.
  • Scope
  • Reveal
  • Revolve
  • Deep
  • Compare
  • Find
  • Signify
  • Emit
  • Danger

[Slide 6]

5. Word Formation – Tip #2 (there is at least one negative prefix)

  • Interaction: T- SS / SS-SS / SS-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room and supports students. Also takes notes on students’ contributions.  
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: The students are going to do the task itself. For that, tell students that at least one word is going to be negative (at least one word will use a negative prefix a- dis- un-  etc.). Then, ask students to read sentence by sentence and complete with one word of their choice.  

[Slide 7]

6. Word Formation – Tip #3 (usually the word you transformed before doing the task, will be the right choice)

  • Interaction: T- SS / SS-SS / SS-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room and supports students. Also takes notes on students’ contributions.  
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: The students are going to check their answers and the teacher is going to show them that they can do this task easily. (As long as they are on the right level, of course). 

    [Slide 8]

    7. Vocabulary Work  (in context)

  • Interaction: T- SS / SS-SS / SS-S
  • Timing: 8′
  • Monitoring: Teacher walks around the room and supports students. Also takes notes on students’ contributions.  
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Ask students to use the words in a sentence or ask a question to their peers.

    [Slide 8]

    8. Revisit the topic of the lesson and check if students are feeling more confident.

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: —
  • Steps: —
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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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