Appreciating nature more – B2 CEFR – FCE

This lesson was planned for my B2 CEFR group. They needed to practice the FCE listening tasks more and I decided to cluster the topic to the listening tasks. It takes 70′.

Material:

FCE listening Part 2 task file: 

FCE_TEST1_LISTENING_Part2_Ian_Photographer

FCE Part 2 listening file: 

https://drive.google.com/file/d/1H4AKCJy8YjAO_sRKLH38LaKdNsrxKS8f/view?usp=drivesdk 

FCE listening Part 4 task file: 

FCE_TEST1_LISTENING_Part4_naturalist

FCE Part 4 listening file:

https://drive.google.com/file/d/1oDh9Zwvs5Evw2M99VwKEMyp-ta4nSyvf/view?usp=drivesdk

Google Slides: 

https://docs.google.com/presentation/d/1OKu2RUolAqp5yrMRDMAykvbH3gKhQGGB4HaK98z8peE/edit?usp=sharing 

[Slide 1]

1. Introduction of the topic to the students “Appreciating nature more” 

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether students are on the same page.
  • Feedback: only if needed.
  • Steps: The teacher shows the topic to students.

[Slide 2]

2. Setting the scene

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students work in pairs or trios. Do you know any professional photographers?

    What do they take photos of?

[Slides 3 & 4]

3. Listening 1 (Paper 3 Part 2)

[Slide 3] – Pre-Listening Task

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students will see the photo on slide 3 and answer the question below. Ian is a Photographer and he chose to take photos of horses. What season of the year do you think would be best to take photos?

[Slide 4] – Listening Task (1) 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 15′
  • Monitoring: Teacher plays the audio.
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students skim through the task and check whether the things we have discussed so far are present in the listening task. Then, students to the task per se (SCAN).
  • Students check their answers in pairs or trios and then the teacher checks with the whole group.  

[Slide 5]

5. Follow-up

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students will answer a question that is related to the topic, however, it is more meaningful to them. If you could be a photographer what would you take photos of?

[Slide 6]

6. Linker

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students will answer these questions, that will link the photographing and the nature topics.How much of your time do you spend on nature?

    Have you ever done any projects related to nature?

[Slides 7 & 8]

7. Listening 1 (Paper 3 Part 2)

[Slide 7] – Pre-Listening Task

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students will answer these questions, that will link the photographing and the nature topics.Do you know the work of a naturalist?

    What do they do?

[Slide 8] – Listening Task (2)

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 15′
  • Monitoring: Teacher plays the audio.
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students are going to read the rubrics and the options and check if what we have discussed so far is present (SKIM). Then, students will do the task per se (SCAN) 

[Slides 9 & 10]

8. Work on vocabulary (from the listening task)

[Slide 9] – work out the meaning

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students are going to talk to their pairs about the meaning of these words, verbs and phrases. 

To look  back at

To alter

A role to play

[Slide 10] – Vocabulary in use

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: students are going to answer these questions using the vocabulary in context. 

If you look back at your practices, would you spend more time with nature?

If you could alter anything, what would that be?

What do you think is your role to play in society?

[Slide 11]

9. Revisit the topic “Appreciating nature more” 

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether students are on the same page.
  • Feedback: only if needed.
  • Steps: The teacher asks students if now they will appreciate nature more and also what are the techniques they will have to use when dealing with both of this tasks on the exam. (brainstorming / skimming / scanning).
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