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Grades 7-9 (B2): choosing a Topic
GESE Grades 7-9 (CEFR B2)
2 x 45 minutes
To choose individual Topics To develop topics through mind maps To choose the best mind map points for generating the language of the Grades
Resources and preparation:
Pictures of famous people/place/object/activity/ambition/social problem – to be used to stimulate ideas at the beginning of the class Handout 1 (H/O1): a simple mind map (1 per group OR shown on black/white board) Handout 2 (H/O2): example functions and language of Grade 7 Handout 3 (H/O3): example functions and language of Grade 8 Handout 4 (H/O4): example functions and language of Grade 9
Procedure: 1. Thinking of ideas for a Topic (45 minutes)
i) Thinking of questions for the teacher’s favourite things (10 minutes) Show on screen or hold up some large pictures of an object that’s important to you/a person that you respect or dislike/a place that’s important to you/an important social activity in your life/an ambition/a social problem. (Please note, these are only suggestions for generating ideas. You can choose alternative themes or objects if you think they are more productive and stimulating for your class.) Tell the class that they are going to think individually of questions they would like to ask you about the pictures. The questions can be either FACTUAL (e.g. “What are the 3 most important facts about this object/person?”) or PERSONAL (e.g. “If you could meet the person what would you say?” “If you could change the object or situation, what would you do?”) Use a strong student first to demonstrate a couple of questions. Give the class 2 minutes to write their questions down. After 2 minutes, put the students in groups of 3 to compare questions and discuss grammatical accuracy. Give them another 2 minutes to discuss their questions. Then invite the class to ask you questions about the pictures for 4 minutes. ii) Small group discussion: brainstorming possible topic titles (15 minutes) Ask the class how doing an interview can be more comfortable for us > the answer is: Interviews are more comfortable if we can choose to talk about something that we’re interested in. Tell the class that they are going to think of a selection of possible interesting ideas to talk about in the Topic.
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Ask the students to discuss together which mind map points seem to be the most interesting.g: An object that’s important to me: my guitar. iii) Collecting information. it’s too complex. look at the suggestions and diplomatically (!) cross out (e. 4). politician A place that’s important to me: my school. How can they change these points to show language of the Grade? Tell the students to decide on just 5 points maximum that they think will generate the most language of their Grade. not just the present tense) and encourage the students to collaborate and help each other. 2. When they have finished.g. e. ‘my best friend’ or ‘my pet’ as their Topic. or it’s exactly the same as the Grade’s Subjects for Conversation.g. too technical or a Topic which involves lots of new vocabulary. write a few ideas on the board. This will be too difficult to talk about in the exam.) Tell the students that they have to choose a Topic. and choosing a Topic (20 minutes) 1 student from each group comes up to board to write all their ideas on the board. Give every student a copy of H/O1 and tell the class to make a mind map with as many ideas (words and phrases) as possible on their Topic. giving a reason (e. .g. In our experience. or it can be another idea that they have. the Topic is not personalised. tell the students that it is now their turn to complete a mind map for their own Topic. Trinity strongly recommends that students do not choose ‘my family’. Give the students some time to choose their topic. After 2 minutes. the people I meet. . Give each group a photocopy of the FUNCTIONS and LANGUAGE of their Grade (see H/Os 2. Ask the class to suggest one Topic to use on the mind map. 3.Tell the class not to choose anything too complex. humanitarian. a competition I’d like to win A social problem: a problem in my city/country. Then do a class brainstorm of possible ideas to add to the mind map. fantasy career. crosses out) ideas on the board that are not appropriate or useful. a special concert ticket A person that I respect/dislike: sports person. Using mind maps to develop Topic ideas (45 minutes) i) Making/showing/explaining a mind map (20 minutes) Show a very simple mind map on the board (see H/O1 for an example shape). in a different country . the USA. etc An ambition: future career.Lesson plan 1: choosing a Topic Instructions for the class: . iii) Summary (5 minutes) Invite the students to summarise to the class what makes a good topic. . Page 2 of 6 .The students continue brainstorming in their groups.Put the students in mixed-ability groups of 3.Each group must write down at least 5 topics that they are interested in and would like to be interviewed about for 5 minutes. Tell the students to continue developing their mind maps at home. Explain that this language MUST be demonstrated in their Topic. It can be one from the board. London.Grades 7-9 (B2) . these are not communicative or productive Topics. An important social activity in my life: clubs.To start the brainstorming. Remind the students to use as much variety of language as they can (e. ii) Choosing the best Topic points: matching ideas with the language of the Grade (20 minutes) Put the students into groups according to the Intermediate grade they MAY or WILL do for the GESE exam (maximum 3 students per group).
Grades 7-9 (B2) .Lesson plan 1: choosing a Topic Handout 1: an example mind map Page 3 of 6 .
... We didn’t use to .. I comple etely agree...... .Lesson pl des ) lan 1: choosi a Topic ing Handou 2: Gr ut rade 7 la anguage e GRADE E Example language: : Give advice and make suggestions: e including s should/ough to. It could be .? ou a g What should be don is .... One of the disadvan t ntages is . I would . One of the advanta t ages is ... but it used t .. I’m not sure what should be do s one.... It is used for . e You oug to ght You’d be etter . w er....... ne There ar advantag and disa re ges advantages s.. b to I might/ /might not .. 7 Here are som exam me mples of Gr rade 7 la anguage e..... Have yo thought about .. ing It’s a thi that/which .ing . etc.. e It would be better if . ht What yo should do is . s e I’m sorry I don’t ag y.... ou o If I were you... d d If I were rich. I couldn’t agree mo ore.ing... She’s the person who ... ace He could go due to the wea ther dn’t I passed the exam because of the teacher d b r.... d It is mad from ....... I would ... Talk about advantage t es/disadvan ntages: Describe p past habits u using ‘used to’: Possibility and uncert tainty: Ask for fur rther inform mation: ment: Agreement/disagreem The simple passive te e ense: Second conditional: Relative clauses: ‘Because o and ‘due to’ of’ P Page 4 of 6 ........ When I was younge I used to ... de If I could .. It’s diffe erent now.. It’s a pla where .. It may be .....Grad 7-9 (B2) ..... b Can you tell me mo u ore? What ha you don so far? ave ne I’m not sure I agree with you. gree. I’d ..
. le b t My teacher told me sh had .. t ... A reason fo this may be .? It might be better if yo .. I had never me t an English person.. o ld Have you ever conside e ered .. m One possib bility is that it could be ... I would hav gone. I enjoyed windsurfing.... ld d My friends say that I . Most peopl seem to believe that .... although I wouldn’t go again.. if I hadn’t bee late. warm I passed the exam... ed a I can’t be sure. or I’m sure it can’t be . There is no way I woul .. for exampl le P Page 5 of 6 .. I would s h dn’t have passed.. I have mixe feelings about it. c It can’t pos ssibly be .Lesson pl des ) lan 1: choosi a Topic ing Handou 3: Gr ut rade 8 la anguage e 8 Here are som exam me mples of Gr rade 8 la anguage e... ve en If I hadn’t had an accid h dent.. I woulld have won n... I’ve been th hinking about .Grad 7-9 (B2) ......... r he I heard that you shoul ldn’t . My family think that .. king about m plans... et d h I had never been to En r ngland untill last month h.. words. GRADE E Example language: : Feeling and emotions s: It makes me feel. to continue in other w e. although. my In other wo ords.. I’ve been st tudying Eng glish for 10 years.. w To continue I was talk e. Even thoug it’s rainin it’s still w gh ng.... Before I me you. gh.. in spite of the noisy room s e m. I don’t understan d! t Speculatin ng: Impossibili ity: Persuading and disco g ouraging: Reporting the conver rsation of ot thers: 3rd conditional: Present pe erfect continuous: Past perfect tense: Linking expressions/c cohesive de evices: Even thoug in spite of. If I hadn’t studied so hard. ou d w ur I wouldn’t do that if I were in you shoes... but it might be . I’m not sure that woul be a good idea.
. Presu umably... . o e I forgo to bring any money. ot a ... e m e It mus have been a difficult decision.. If I do X then I mi ight learn something. I reme embered to bring some money. this is right.. n I can s benefits on both si see s ides. I wo ere ould never have bough this car..... e ble I hope to go to En e ngland. ht de He co uld have wo the lotte on ery! P Page 6 of 6 9 Here are som exam me mples of Gr rade 9 la anguage e... I alwa ys forget sa aying things when I’m tired.... On the one han .Lesson pl des ) lan 1: choosi a Topic ing Handou 4: Gr ut rade 9 la anguage e GRADE E Paraphrasing and rec capping: In oth words .. ve I wish I could hav done . .. b if I do Y.... k top I think I should st studying maths. I’m no sure. her What I mean is ... It mig ht have bee better if we hadn’t ..... If I we rich. forget r.. en Thinki about it now.ing et g.. In the eory. w wishes and h hopes: Expressing assumptio g ons: Hypothesis sing: Evaluating options: g Evaluating past actions/events: g Verbs + ge erunds and/ infinitive /or remember stop. I woul be in Lon ld ndon now if I hadn’t mis issed my pla ane.. What I’m trying to say is .. ht It mus have been wet in London! It can have bee sunny! st n’t en I migh have mad a mistake. I assu me the reas is . I stopp to buy a magazine ped e.. I wish I hadn’t . but my best gu ot uess is .. son I supp pose one reason could be . st t It can ’t have been easy I reme ember think king that wa a bad ide as ea..... Regrets.. ot nd but on the other hand .. Mixed cond ditionals: Should/mu ust/might/c could +have + infinitive . ay.. I woul ldn’t be late if my alarm had gone off.. I regre doing tha now. I prob ing t bably shoulldn’t have . s I wish I could .Grad 7-9 (B2) . t Anywa as I was saying .... I’m no sure what to do. I hope I will be ab to . Y might happen. if I did X. et at I regre not ... but Y it mig ht be quicker......
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