Stage

Procedure

Lead-in

Talk to a partner about a time when you did something difficult. (Teacher briefly gives their own story, to help students generate ideas.  Then students talk to a partner.)

Orientation to the text

Question: This is Jussi Oksanen.  Watch the video.  What does he do that is difficult?  Why do you think he does it?

Play video: Real Snow Backcountry - Jussi Oksanen

Gist Question

Listen and read.  There are 3 examples of difficult things.  What are they?  Why are they difficult?

Teacher plays audio from track 2.  Students listen and read.  Then check with their groups.  Each group writes their answers up on the whiteboard.

Specific Information Questions

Done as a scanning race game using the Doraemon PowerPoint Game.  Students have to run to the board to write their answer.  Fastest correct team gets the points.

Noticing Activity

Instruct students to close their books.  Put them in pairs. Give them a copy of the text with the vocabulary blanked out, and the vocabulary words at the top.  Tell students to match the vocabulary to the blanks.  They get one point for each correct answer.  Allow students to try to work out the vocabulary on their own for a few minutes, before announcing the running dictation.

Photocopy the textbook p.10-11.  Place the copy on the hallway wall outside the room.  Standard running dictation rules apply.  (One partner can go outside and check, but they can’t write anything.  They have to tell their partner what words to write in the blanks.)  
Winner can be either the first team that finishes correctly, or the team that has the most correct answers.

Clarification: Meaning

Display on the projector the answer sheet from the running dictation activity (where all the key words are underlined.)  Direct students' attention to the words in the context of the sentences.  Read through the sentences, and confirm the meaning using concept checking questions.

• Have you ever pushed yourself to your limit?  (If you push yourself, are you relaxing or trying to do something difficult?  If you push yourself to the limit, can you do anything more, or is that the most you can do? )
• Why do something that causes the body pain?.  (Is pain something that feels good, or feels bad?)

Etc.  And so on throughout the rest of the vocabulary.

Additional clarification activities:

• Quizziz quiz: This is additional clarification for students who need extra practice.  It’s a standard “match the words to the definition” activity.  Students have to search through the text to find the words that match the definition.  In order to keep this a “language from the text lesson”, I try to direct students back to the original text by telling them to search for the words in the reading on p.10-11.  Don’t let them use the word bank on the noticing worksheet as a shortcut.  (Take back the noticing worksheet before starting the game.)  Also don’t let them use the workbank on page 12 yet.  Make sure they stay on page 10-11.
• Quizlet Live: More practice with matching the definitions to the words.  You can get students running around the room by instructing them to find their teams, but to keep it chaotic, don’t let them see their teams on the projector.  Just click on “shuffle teams” and then immediately on “start game” before students have had a chance to see who is in their team. They have to find their team by running around and asking.   Shuffle teams up before each game.  I usually find quizlet is good for 2 or 3 games.

Clarification: Form

Give students the worksheet for clarification on form.  Instruct students to use the grammar of the sentence to determine what part of speech the underlined word is.  Do the first couple as an example (e.g. we know that “push yourself” must be a verb because it comes after the auxiliaries “Have you ever”.  we know that “limit” must be a verb because it comes after a possessive determiner).  Then allow students to complete the worksheet on their own.  Pair check with a partner.  Then go over it in all class feedback.  
Students need a lot of help with this activity, so be prepared to explain any sentences that students have gotten wrong.

Clarification: Pronunciation

Remove the written form of the vocabulary from the students’ view (e.g. turn off the projector, tell students to close their textbook, and turn over any worksheets that they may have.)  Do oral drilling of some of the sentences or phrases from the model text that contain the key vocabulary.

Note: There’s too much vocabulary in this lesson to drill everything.  Choose the vocabulary that you think the students need the most help on.

Controlled Practice

Play this Kahoot game.  (The sentences on the Kahoot game all come from Track 3 and Track 4.)

Semi-Controlled Practice

Make Sentences Game.  Put students in teams.  Display slides.  Nouns are in rectangles, verbs are in triangles, adjectives are in ovals.  Students must make correct sentences using these words and the exact number of words that are in the circle.  Each team gets a point for each correct sentence.

Note: Students often find this game challenging, so they will need a lot of support.  It’s not necessary to do all the slides if it ends up taking too much time.

Freer Practice

Discussion Questions

Note: Students don’t need to write anything down--just discuss with a partner. This can also be done as a gallery walk if you post the questions around the room.  Or it can be done as a sushi line.

In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).

Reviewing the Vocabulary

• Blooket and Gimkit work well during the first 7 minutes of class when you’re waiting for all the late comers to arrive
• Crossword puzzle. Enlarge to A4 paper.  One per team.  The first team that completes the crossword is the winner.  I typically increase the challenge on this by making students complete the crossword with their books closed.  If they are having trouble, I’ll play the audio tracks (2 or 3 or 4).  If they are still struggling, I let them eventually open their books.  Answers here.
• Board Race (Board Race sentences come mostly from https://dictionary.cambridge.org/ )
• Garbage Man. Photocopy onto color paper (white, pink, green,yellow, blue).  Cut up and scatter around the room.  Each team has to find the paper corresponding to their team color.  They bring the slip of paper back to their table, write the correct answer, teacher checks, and then they find another slip of paper.  First team to correctly complete all 10 questions is the winner.  The sentences on this garbage man are a repeat of the model text, so students should do it with their books closed.