Lesson plan
Lesson plan
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2. Task 1:
Predicting
content (5-10
minutes)
The students brainstorm the topic (in groups or onto the board). The teacher
elicits / teaches basic information (Canada, provinces, west, British
Columbia).
Students predict the geographical content of the text (location, climate,
population, economy).
• Students are asked to ‘map’ the text on the basis of their predictions. This
takes the form of an ideational framework (flow, tabular, tree or star diagram),
which can be used as a basis for note-taking later. The teacher provides an
example of a framework (Task 1 on worksheet), but also offers the students
the option of alternative diagrammatic representations of the text.
TIP: a wall map of North America or Canada, and / or some pictures of
Vancouver would be useful for stimulus and contextualisation.
3. Task 2:
Listening to
confirm
expectations (5
minutes) • Students listen to the first two paragraphs of the text and compare what they
heard to their predictions.
4. Task 3:
Noticing and
analysing
language
(reading) (10
minutes) • Students are given the Text Part 1 and a chart to record lexis (Task 2 on
worksheet)
TIP: The teacher may read the text, make a semi-authentic recording of the
text, or use the text as a dictogloss activity, depending on level and time
available.
• Students are asked to read the text, noticing and recording lexis used to talk
about location, climate, and population under the headings indicated on the
chart.
• Initial examples are provided by the teacher.
TIP: The teacher needs to monitor closely during this activity, pointing out
overlaps between categories and drawing attention to collocations and semi-
fixed phrases and expressions
• Students may work in groups on individual categories, in pairs on all
categories, or individually and compare answers in pairs or groups.
5. Task 4:
Vocabulary
extension (10
minutes)
• The teacher elicits / teaches key vocabulary of urban economy.
• Students are given a gap-fill version of the Text Part 2 and asked to complete
the text. Students work individually and then check in pairs. (Task 3 on
worksheet)