Finding out about Ocean Park: Steps

Matching pictures and words - Whole-class and individual work
1. Ask students if they have visited Ocean Park and elicit the names of the rides or animals they saw there. Theoretical rationale
2. Give out the Attractions worksheet. Check that students can read and say the words on the worksheet. Get students to listen and repeat new vocabulary items. Example Theoretical rationale
3. Ask students to complete the Attractions worksheet. 
4. Check that students have completed it correctly. Key

Vocabulary building - Whole-class and group work
5. Tell students that there is more than one shark, dolphin, sea lion and panda at Ocean Park. Remind them of the plural form of sharks, dolphins, sea lions and pandas. Explain that when we refer specifically to the pandas at Ocean Park that we say the pandas and that pandas without the refers to pandas in general.

Write a list of words/phrases on the board that refer to the animals and rides. Example

Ask students to find words/phrases which refer to the shark. Record their answers on the board. Example

6. Put students into groups of four and ask them to match the other words/phrases on the board with the animals and rides. Tell them they can use a word/phrase more than once.  

Monitor students while they are carrying out the activity. Theory

7. Check the answers with the whole class. Key
8. Expand the words and phrases. With students jointly construct them into sentences on the board. Example Note

Encourage students to participate in joint construction by coming out and writing on the board. Theory

Completing a table of information - Group work
9.

Give one pair of students in each group a copy of the Animals worksheet and one pair a copy of the Rides worksheet. Draw students' attention to the headings and examples on each worksheet.

Point out that the notes in the second and third columns of the tables have been taken from the sentences about the shark and the roller coaster on the board. Example

Explain that the words/phrases we put into the boxes are the ones that carry the important information in the sentence. Theoretical rationale

10.

Tell students to work with their partners and complete the first two columns of the tables on the Animals and Rides worksheets. 

Monitor students while they are carrying out the activity, giving feedback and guidance where necessary.
11. Tell students that they are now going to collect more information about the attractions at Ocean Park in order to fill out the last column on the tables.

Explain that the information in this column comes from an Information sheet about Ocean Park. Give each group a copy of the Information sheet and ask them to look for further information in order to complete the tables worksheets. Encourage students to scan for the information they need. Theoretical rationale Note

Monitor students while they are carrying out the activity.
12. Check the information in the tables on Animals and Rides with the whole class. Key Adaptation

Correcting a poster - Individual and pair work
13. Give each student a copy of Correcting a poster. Tell them to read the poster carefully and underline any information that is inaccurate. Theoretical rationale

14. When they have finished, get students to work in pairs and compare what they have underlined. Encourage them to explain the corrections that are needed. Theoretical rationale

You may need to give students some communicative language to help them compare their answers. Example

Monitor students while they are doing this activity.
15. Get students to write the corrections individually.
16. Feed back the correct answers with the whole class. Key