cdr l3 lp themindmap

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PHOTOCOPIABLECambridge Discovery Readers Cambridge University Press 2010 www.cambridge.org/elt/discoveryreaders

Lesson Plan

Cambridge

Discovery

ReadersLevel 3 Lower-intermediate CEF: B1 PET

Lesson plan

The Mind Map David MorrisonAims

Tomakestudentsinterestedinthebook.

Toraiseawarenessofwhatalegendis.

Toenablestudentstocreateandusemindmaps.

Pre-reading Activities

1 AskstudentstolookatIllustration1(thecoverof

thebook)andthenreadExtract1(aboutadreamthatoneofthemaincharactersofthebook,Lucho,has).Writealistofgenresontheboardandaskstudentstochoosetherightoneforthebook

Answer:Fantasystory.

Makesuretheyknowwhatafantasystoryis.

Suggestedanswer:Astorythatusesmagicasanimportantpartofwhathappensinit.

2 ellstudentsthatinTe Mind Mapalegendplaysanimportantpartinthestory.Elicitwhatstudents

thinkalegendis,andhelpthemwithadenitionifnecessary.

Suggestedanswer:Astoryfromearliertimesthatisnotalwaystrue.

AskCan you give me any examples of legends?Writetheiranswersontheboardandaskcontributorstotalkbrieyaboutwhathappensinthelegends.

Possibleanswers:TelostcityofAtlantis,KingArthurandtheKnightsoftheRoundable,Robin Hood.

3 AskstudentstoreadExtract1again.ellthemthatLuchosdreamshowninthisextractisinuencedbyalegend.Workinginpairs,andusingExtract1asastartingpoint,askstudentstodiscussandmakenotesaboutwhatthelegendinthebookmightbe.Feedbacktothewholeclass.

4 WritethewordGuacaontheboardandtellstudentsthatitappearsoeninthebook.ItmeansanoldobjectmadebySouthAmericantribes,usuallyfromgold.StudentsnowreadExtracts 2 and3andlookatIllustration2.Boththeextracts

and theillustrationareaboutmindmaps.Usingthedescriptionsintheextractsandtheillustration,tellstudentstheyaregoingtodrawtheirownmindmaps.Studentsdrawthecirclesintheirnotebooks

asshown.SayNow think of a word to write in thecentre of your mind map. Choose something thatis important to you. When you have done that,write other words in the other circles words thatare connected to the word you have written in thecentre circle.

5 Askstudentstodrawasecondmindmaponapieceofpaperandwritethesamewordaspreviouslyin

thecentrecircle.Studentsexchangetheirmindmapwithapartner(makesurethepairsdonthavewordsinthecentreoftheirmindmapsthataretoosimilartoeachother).Studentsnowcompletethesemindmapsusingwordsthatthecentrewordmakesthemthinkof.Studentshandmindmapsbacktotheiroriginators.Intheirpairs,studentsnowcompareanddiscussthetwoversionsofthemindmap.Howsimilar/dierentarethey?

6 Usingoneorbothofthemindmapsasinspiration,studentsdoashortpieceofwrittenwork,either

ctionornon-ction.Tenpartnersreadouttheir writtenworktoeachother.AskDo you thinkmind maps are helpful when you are planningwritten work?

7 AskstudentstoreadExtract4whereLucho,andEva,whoisanotherimportantcharacterinthebook,arespeakingtoeachother.Ask What have youlearned from the extract?

Possibleanswers:LucholikesEvaverymuchandshemakeshimfeelnervous.Hesveryhappythey

aregoingtobeworkingtogether.Hewasntlisteninginclass.LuchothinksEvaisverypretty.EvadoesntyetfeelthesamewayaboutLucho.

StudentsnowimaginetheyareeitherLuchoorEvaandwriteapageinadiaryabouthowtheyfeelabouthavingtoworkwitheachother.Sharethesewiththewholeclass.

8 AskstudentstoreadExtract5,whereLuchoandEvaarespeakingtoeachotheragain.Ask What haschanged here?

Suggestedanswer:Luchoismorecondent.HestilllikesEva,butheisspeakinginastrongerwaybecausesomethinghewantstodoisveryimportanttohim.


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AskWhat do you think Evas answer will be? Why?

Answer:EvaagreestogowithLucho.Hehasmadeherthinkthat,foronce,hecanbetakenseriouslyandthevisitheissuggestingisimportant.SheprefersthisstrongLuchotothenervousLuchofromthepreviousextract.

9 StudentsassumethatEvadoesagreetogowith

Luchoto25BastidasStreet.Askthemtospeculatewhatisthereandwhathappenswhentheygetthere.Writetheirthoughtsontheboard.Studentschooseoneofthesesuggestionsitneednotbetheirownandwriteashortsceneusingdialogueonly.LuchoandEvashouldbeinthescene,andtheycanincludeoneormorecharactersoftheirowniftheywish.Organisestudentsintopairsorgroupsasappropriateandaskthemtorole-playthesescenes.

10 Workinginpairs,askstudentstospeculateabouthowTe Mind Mapends.AskDo you think theending is happy or sad? Why?Feedbacktothewholeclass.

Post-reading Activities

1 Dividetheclassintotwogroups.AskGroupAtowriteSomethingIlikedabout Te Mind Mapwas andGroupBtowriteSomethingIdidntlikeaboutTe Mind Mapwasatthetopofapieceofpaper.Studentsnowwriteasentencebelowthisheadingthenpassthepieceofpaperonto

a studentintheothergroup.Studentsthenrespondtotheopinion(s)writtenonthepieceofpapertheyreceive.Keeppassingthepiecesofpaperarounduntilstudentshavemadecommentsoneverypieceofpaper.Feedbackontheexercise.Didlotsofpeoplehavethesameopinions,orweretherea

varietyofopinionsandcomments?

2 AskstudentstodecideoverwhatperiodoftimetheactioninTe Mind Maptakesplace.

Answer:FivedaysTursday,Friday,Saturday,

Sunday,Monday.Nowaskstudentstochangethissothattheactiontakesplaceoveramuchshorterperiodoftime(e.g.oneortwodays).AskHow would this alter the story?

3 AskstudentstousetheInternetoralibrarytoresearchlegendsandchooseonetheylike.StudentsnowplacethecharactersofLuchoandEvaintothisnewlegendandthinkabouttheadventurestheyhave.Teythentalkabouttheirlegendandtheirideastoapartner.Ifthereistime,studentswritethisnewstory.

4 TebookcoverofTe Mind Mapisanillustration.Workinginpairs,askstudentstondasuitablephotographthatcouldbeusedasacoverimage

instead.Postthenewcoversonthewallsostudentscanseethem.Holdavoteforthemostpopularcover.(NBStudentsarenotallowedtovotefortheirowncover.)


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Extract 1

Inhisdreamitwasabeautifulspringdayandhewasinhistory

class.Outsidealittleyellowbirdwassinginginatree.Lucho

stoodup,walkedtothefrontoftheclassandtookEvashand.

TenheandEvawalkedoutoftheclassroomtowardsthetree

wherethelittleyellowbirdwassinging.

Whentheywerenearthetree,thebirdewtoanothertree

andEvaandLuchofollowedit.Littlebylittle,theyfollowed

thebirdoutofSantaMartaHighSchool,outofSantaMarta

itself,upintotheSierraNevadamountainsandthejungle.

Astheyclimbedhigherintothejungle,thetreesbecame

tallerandtheplantslargerandstranger.Handinhand,they

followedthebirdacrossawoodenbridgeoveranoisyriver

and aer a long, long walk they came toa circle of yellow

grass.Inthecentreofthecirclewasagoldenjaguarcovered

withblackspots.

Tejaguarlookeddangerous.LuchoheldEvainhisarmsas they watched it climb the tree that the yellow bird was

sittingin.Whenthejaguarwasonlyafewmetresawayfrom

it,thebirdewupintothebrightbluesky.Tejaguarjumped

towardsitbutcouldnotcatchit.Tenblackcirclesappeared

ontheeldofdryyellowgrass.oLucho,thecircleslooked

likeamindmap.

Extract 2

Everytimetheyhadtowriteaboutsomethingforhomework,

MrParraaskedthemtomakeamindmap.Temindmaphadfouremptycirclesjoinedbyfourlines

toabiggercircleinthecentre.InthecentrecircleMrParra

hadwrittenthewordguaca.

Extract 3

Heopenedhisnotebookandusedthependanttodrawthe

rstcircleofthemindmap.Hewroteguacainthecircle,and

thendrewfourmorecircles,twototheleandtwotothe

right,justlikeMr Parrasmindmapontheboardin history

class.Nextheusedarulertodrawlinesbetweenthecentrecircleandtheotherfourcircles.Finally,heopenedhishistory

textbookandstartedreadingaboutstolengold.Hehopedhe

wouldndsomemorewordstowriteintheothercircles,but

hecouldfeelhiseyesclosingagain.

My notes


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Extract 4

Wecandothisreallyquickly.

TevoicewasEvaVillas.Luchoturnedandsawthatshe

wasstandingbehindhimwaitingtoleavetheclass.

Sorry?hesaid.

LucholookedatEvaslovelydarkbrowneyesandherlong

blackhair.Unfortunately,heturnedredagain.

Isaidthatwecandothisreallyquickly.Wecandothe

mind map together tomorrow in the library. Tat way we

wonthavetomeetthisweekend,Evacontinued.

ShecouldseethatLuchodidntunderstand.

Dontworry,youwereprobablyasleep,shejoked.

Mr Parra said we had to do the homework in pairs.

I havetoworkwithyou,sheexplainedpatiently.ItsFriday

tomorrowsowehaveafreehouraerEnglishclass.Wecan

usetheInternetinthelibrary.

Luchowantedtoshoutwithhappiness.HewasgoingtospendanhourinthelibrarywithEvaVilla.EvaVilla?

Um,yes,OK,Luchoreplied.omorrowmorning,inthe

library,aerEnglishclass.

He had triedtosoundcool but,whenhewalkedoutof

the classroom,hecouldfeelhisheartbeatinghardinhischest.

Extract 5

Eva.Luchosvoicewasstrongnow.IfIjustwantedyoutolike

me,wouldIdosomethinglikethis?Somethingthatmakesme

lookcrazy?Evashookherhead.

Of course not, he continued. Im goingto 25 Bastidas

Street tomorrow morning, with or without you. I want to

knowwhoSalvadorandMarioareandIwanttoknowwhatis

happening.Doyouwanttocomewithmeornot?

My notes


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Illustration 1

Cambridge

Discovery

Readers

CEF B1

David Morrison

The Mind Map

:

Illustration 2

My notes

cdr l3 lp themindmap

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