Phobias and Essay Writing

26 Outubro 2018, 12:00 • Margarida Vale de Gato

Warm-up: Recycling vocabulary: A fairy tale: Each student had to choose a word on a separate piece of paper from an envelope. The class invented a story about a little girl who lived next to a poppy field in an imaginary city: Every student added a sentence to the story which incorporated the word they had chosen: jaywalking, refugee, asylum seeker, eye witness, withhold evidence, stab, seek, flee, creep, to stroke, scuba diving, challenge, snorkelling, hang gliding, fencing, kidnapper, mug, breaststroke, drape, attempt, grown-up, tough, outstanding, determination, mutter, etc.

 

Pre-reading activity: difficult and related words on the whiteboard. Sts had to guess their meaning.

Reading: “My extreme Animal Phobia”, B1.2 Workbook, pages: 27-28

Post-Reading activity: Reading comprehension questions and then free discussion on the topic.

Writing an Essay in a formal style: rules explained, useful expressions, analysing a sample essay B1.2 Workbook, pages: 34-37

Planning your essay: brainstorming stage

Improving students’ vocabulary on the selected topic (Pollution)

Vocabulary exercise on pollution: 22 titles had to be matched with their definitions: acid rain, biodiversity, drought, recycle waste, deforestation, greenhouse effect, etc.

Sts watched a video by National Geographic "How many words from the glossary above did you hear?"

https://www.youtube.com/watch?v=e6rglsLy1Ys

source: http://www.ihvalladolid.com/wp-content/uploads/2018/03/C1-Vocabulary-Reading-Pollution.pdf

 

Homework: Write an essay on “What can young people do to prevent air pollution?”