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„ALTERNATIVE ENGLAND; THE CITY OF BRISTOL AND EXMOOR WILDS“

LESSON PLAN 

Level: B1-B2
Time: 45 min
Topic: England and the UK

  • Aims: 
    • Revise basic knowledge about the UK
    • Learn and speak about 2 places of interest in England
    • Practise giving reasons

WARM-UP 1

1-2 mins / 5-6 mins
Whole Class / Pair Work
SPEAKING

  • On the board: “the UK”, “Great Britain”, “Britain”, “England”, “Wales”, “Scotland” “Ireland”, “the Republic of Ireland”, “Northern Ireland” and “The British Isles” + a blank map of the British Isles
  • Ask the whole class to stand up. Say, “If you are not sure where Wales is on this map, sit down.” Choose one of the standing students at random to point out Wales on the map. Repeat for each of the terms.
  • A) If you get to the end and most Ss are still standing, you can ignore HANDOUT 2A and skip to Warm-Up 2. 
  • B) Put Ss into pairs and distribute HANDOUT 2A. Give the pairs a minute or two to do the quiz, then go through the answers as a class. At the end, elicit the correct definitions of the names on the board again.

WARM UP 2

PRE-READING

2-3 mins
Whole Class
SPEAKING | WRITING

  • Let’s speak about two places of interest in England. 
  • What places of interest in England do you know? 
  • Invite Ss to write the place names on the board to practise spelling. If Bristol [ˈbrɪstəl] and Exmoor [ˈeksmʊə(r)] don’t get mentioned, eventually mention them and have somebody write the words on the board.

READING

10-15 mins
Individual Work
READING

  • Handout 2B. Give Ss some time to read it.
  • Ask them to read the “Alternative England” article (minus the “England Fact File”) and mark whether the notes in the handout are true or false.
  • Give feedback.

POST-READING

PRODUCTIVE SKILLS

6-10 mins
Group Work / Pair Work
SPEAKING | WRITING

  • Cut out the pictures from Handout 2C.
  • Put Ss into pairs or small groups, let each pair or group blindly pick one of the pictures. Ask the groups to recall how the picture connects to Bristol or Exmoor and write two sentences about it.
  • Let each pair/group pass their note to the pair/group next to them. Each pair/ group ends up with a note written by somebody else.
  • Do you agree with the note?
  • Each pair/group should read the note aloud and say if they agree or if they remember something different from the article.

POST-READING

GIVING REASONS

4-8 mins
Pair Work
SPEAKING | WRITING

  • On the board: I’d like to go to Bristol…; I’d like to explore Exmoor…; In Bristol, I wouldn’t like to…; I’d worry about visiting Exmoor…
  • Ss should finish the sentences by giving reasons.
  • Ask them which conjunctions we use to give reasons. Try to elicit because, since, as, due to.
  • Do feedback by asking various Ss to read their sentences aloud. Afterwards, you may revise how the conjunctions are used.

POST-READING

LISTENING

8-10 mins
Individual Work
LISTENING

  • Tell Ss that they are going to learn about a mysterious creature that is said to live on Exmoor. Ask them what it could be.
  • Distribute HANDOUT 2D and play track 7 once or twice. Do feedback.
  • You can also ask what other mysterious creatures students know (e.g. the Loch Ness monster, Bigfoot, Chupacabra, the yet…).

AUDIO ZDE.