Text 3-Comprehensive Guide for TEFL Academy Level 5 Assignment A: Engaging Upper-Intermediate Reading Lesson
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The Tefl Academy
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The Tefl Academy
Secure your success in the TEFL Academy Level 5 exam with this indispensable guide, meticulously designed for Assignment A.
Tailored to help you navigate through the complexities of teaching upper-intermediate students, this document offers strategic insights into creating impactful reading lesso...
Text 3 – Upper intermediate
This part of the assignment focuses on stages 3 and 4 of an upper-intermediate reading lesson.
You should show what tasks you would set for the first and second reading.
Read 'Advice on Approaching Assignment A' before you begin working on this template.
Class: A strong upper intermediate (B2) 16 young adults, age range 18-23.
These students are highly motivated, well-educated and quick to learn. They are all learning English either to improve their job prospects or
because they are hoping to study at university in an English speaking country.
The European Honeybee
You probably know there has been a fall in the world's bee population and that this is not good news. But, unless you are an entomologist
(/ˌentəˈmɒlədʒɪst/ ‒ an insect expert), you probably don't know that much about bees or why they matter so much to our lives. Most of us
are familiar with social bees, such as the honeybee or the bumblebee, which live in large groups, called colonies.
Worldwide, there are approximately 20,000 species of bee. Surprisingly, most of these are solitary, i.e., they live alone or in smaller groups.
In this article we will focus on the European honeybee (Apis mellifera). The behaviour exhibited by the honeybee is called eusociality
/jʊˌsoʊ.ʃi.'æl.ə.t̬i /. This has three key characteristics:
generational overlap - mother and adult offspring live side by side
cooperative care of offspring
reproductive division of labour - only certain individuals can reproduce.
Within a colony there are different classes of bee, known as 'castes.' Each caste plays distinct roles in the group. The European ho neybee
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has three castes within a colony. The diet which female larvae are fed determines which caste they will belong to.
Queen
Larvae which are fed only royal jelly become potential queen bees. Queens are the reproductive caste. There is usually only o ne queen in a
colony. The queen is the only female bee in a hive that is able to reproduce. She lays around 2,000 eggs a day, each in an individual
honeycomb cell. Queens normally live for three to five years. However, not all queens survive, as newly emerged queens oft en kill each
other in the nest. Queens only leave the nest in order to mate or establish a new colony. When one le aves, she takes a large group of
workers with her.
, Worker
Worker bees develop from larvae that are fed royal jelly only for the first few days. They are then given nectar and pollen. Worker bees are
female bees, but they do not mate and do not generally lay eggs. Workers perform all the other duties needed to keep their colony
functioning. This includes a bee’s best known behaviour; collecting nectar from flowers to turn into honey. Honey is the food that the bees
live on in the winter. When they are collecting nectar, bees pollinate the plants they visit. Worker bees can have other roles, such as
making honeycomb. Young ‘nurse bees’ feed the larvae and keep the nest clean. Worker bees live for between 6 weeks and five months.
Drone
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Drones are male bees. Male bees are produced from unfertilised eggs and, as larvae, receive the same diet as workers. Drones' only
function is to mate with the queen, after which they die. A typical honey bee colony will usually contain between 20,000-50,000 bees.
Only about 15% of these are drones. Come winter, remaining drones are thrown out of the colony in order to save resources. Otherwise ,
the only reason drones leave the colony is to mate with a new queen.
In recent years there has been a worrying decrease in the populations of many bee species. Honeybees are suffering from colony collapse,
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where large numbers of workers leave the nest and do not return. Major causes of this decline are the use of pesticides , climate change,
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loss of habitat and loss of plant biodiversity .
100 crops produce up to 90% of our human diets. 70 of those crops rely on bees for pollination. This means that a disaster fo r bees is a
disaster for humans too. Many of the plants that animals rely on are also pollinated by bees. Plants not o nly provide food, but they also
perform many other essential functions, including producing the oxygen we breathe. The death of bee populations could lead to
widespread ecological collapse.
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larva (noun – singular) /ˈlɑrvə/, larvae (noun - plural) /ˈlɑrvi/ = an insect at the stage when it has just come out of an egg and looks like a
short fat worm - Oxford Advanced Learner's Dictionary
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fertilise (Am.Eng fertilize) [to feritilise an egg or seed] Verb – transitive = To cause an egg or seed to start to develop into a new young
animal or plant by joining it with a male cell. unfertilised (adjective) /ʌn ˈfɜː.tɪ.laɪzd/ - not fertilised - Cambridge Dictionary
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pesticide (noun – countable and uncountable) /ˈpestɪsaɪd/ = A chemical used to kill insects which damage plants - Cambridge Dictionary
4
biodiversity (noun– uncountable) /ˌbaɪəʊdaɪˈvɜːsəti/ = the existence of a large number of different kinds of animals and plants which
make a balanced environment. - Oxford Advanced Learner's Dictionary
,Lesson Aims:
To further develop reading skills with particular focus on gaining an in-depth understanding of a text through intensive reading.
To introduce and provide practice in using key vocabulary needed for understanding the text and further discussion.
Lesson Outline:
Because the students are planning to study in English-speaking universities or use English for professional purposes, it is
important that they develop their reading skills. You have decided to make the detailed reading questions challenging so that
they will really need to focus on the content of the text and the meaning of the language. You will allocate timings as follows:
1. Lead into topic (warmer) - 9 mins
2. Vocabulary pre-teaching - 15 mins
3. First reading - 6 mins
4. Second reading - 18 mins
5. Follow-on activity (communicative speaking task) - 12 mins
You need to show the tasks you would set for stages 3 and 4.
First two stages of the lesson:
You have decided to lead into the lesson by asking the students to discuss what they know about bees in small groups.
They will then discuss this in whole-class feedback. The teacher notes main points, and especially any differences of opinion on
the board.
In the vocabulary pre-teaching stage, you will pre-teach these items. Some of these items should already be familiar, and some
can be checked with only pictures, so 15 items will not overload this class.
a fall in/decrease in something (e.g.
a hive to mate
population, student numbers)
a bumblebee to reproduce , reproduction, reproductive. pollen, pollinate, pollination
come + time, e.g., come winter, come
offspring (noun C, sing and plural) royal jelly (noun U)
Monday, come next year (collocation)
to lay an egg/ eggs (irregular verb: lay – laid -
to play a role honeycomb (noun C or U)
lain)
newly emerged (emerged is adjective. Verb- to a collapse, to collapse
distinct (adj)
emerge)
, 1. First Reading Task
In this space show the task you would set for the first reading (2 or 3 skimming and/or scanning questions). Skim questions are more useful.
Say how you would set the task (e.g. orally, write it on the board, include it in a handout, etc.).
Task:
Read the text and starting from the prediction made by students ‘’The text is about the importance of bees in Europe’’, answer the following
questions:
1. Was your prediction correct? Explain why/ why not.
2. What causes colony collapse?
3. What does the writer tells us about the potential danger of the death of bee population?
How this task would be set:
I would hand out the printed worksheets with the text The European Honeybee.
I would have the students think of a prediction about what the text might be, starting from just reading the title. I would write that prediction on
the board: The text is about the importance of bees in Europe.
Next, I would tell the students that they have 6 minutes to read for gist. They need to take out their mini whiteboards and write the answers to the
following questions:
Q1: Was your prediction correct? Explain why/ why not.
Q2: What causes colony collapse?
Q3: What does the writer tell us about the potential danger of the death of bee population?
I would set the timer for 6 minutes and give them a chance to skim through the text.
After the 6 minutes, I would elicit some answers and move on to the next reading task.
, 2. Second Reading Task
In this space, show 7-10 comprehension questions that require full understanding of the language and ideas in the text
Include 1 or 2 questions to encourage readers to think about their own responses to the text.
Say how you would set the task (e.g., write it on the board, include it in a handout, etc.).
Task:
The students have 16 minutes to read the text again and answer a set of more difficult questions to check their full understanding of the text.
Questions:
Q1: Name two differences between a worker and a queen.
Q2: Which are the social bees?
Q3: What is the Latin name of the European Honeybee?
Q4: How many characteristics does the eusociality have?
Q5: What is the key element that can determine the cast the bees will belong to?
Q6: Which drastic measure is taken against remaining drones?
Q7: Why not all queens survive in a colony?
Q8: What changes need to urgently be implemented in order to save the bee population?
Q9: What other negative consequences does the decrease of bee population have on human life?
Q10: (CHALLENGE) Write your own comprehension question for one of your classmates to answer it. If you have a grudge against someone,
now is the time to shine, come up with the hardest question from the text
How this task would be set:
I would print a worksheet with the above questions and handed it to students. I would tell them they have maximum 16 minutes to read the text
and write down the answers using full sentences. After they finish, they will peer mark the answers; this will give the students a chance to see
what answers were given especially to Q8 and Q9, which require a more profound understanding of the text as well as be challenged by Q10.
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