A set of 3 lessons that help EAL users develop an awareness of pronunciation of biology words, and also autonomy in guessing the meaning of biology terminology based on word taxonomy or roots. The first lesson is to introduce phonemic script, the second is to practise word stress, and finally, there are some word stems, or roots, which carry specific meanings that learners can use to help them guess unfamiliar words. E.g. ‘homeostasis’ homeo- comes from the Greek word meaning stable or steady. These lessons aim to develop learner independence enabling efficient and effective use of reference books, and an ability to recognise word stems, as well as identification of spoken terminology, which can give the EAL user confidence in using the words in oral work.

Based on ideas from Wajnrib and Rinvolucri, this is a student-centred dictation task. A text about conservation has been divided into two parts; Student A and Student B. The students each take turns to dictate the parts of the text they have, in order. To reflect the times we are living in, I have made this a ‘masked’ dictation. It has been very difficult to understand each other while wearing face masks during COVID-times, so I designed this activity to allow non-native speakers the opportunity to focus on their pronunciation as we can no longer use lip-reading to assist with comprehension. Students should not show each other their sheets, or spell out or translate words. They can check their work with their partner.

A video about evolution and conservation with a True/False viewing activity. My aims are to provide authentic listening practice of an academic topic and review topic vocabulary. This activity can be used as a warmer or lead-in to these topics, or as language consolidation of topic vocabulary about animals adapting to survive or species becoming extinct. It links well to the curriculum, especially Biology, Geography and RS and Philosophy. It can be used to discuss the ethics of human intervention in conserving some species, and also open up debates about evolution and creationism. In this way, EAL students can be encouraged to develop their critical thinking skills, as well as allowing them the opportunity to practise speaking about this topic.

This lesson would take about 1 hour and is aimed at CEFR level B2+ General English learners and EAL students at Secondary School in year 9, 10 or 11. It links to Biology and RS in the curriculum as there is some technical vocabulary and you could introduce the topic of ethics in terms of killing/hunting some animals. There is practice of listening to authentic English using the external Link to aYouTube video from BBC’s Deadly 60. The lesson aims include encouraging critical thinking about human relationships with animals, introducing less common topic vocabulary, listening to authentic English and introducing and practising the grammar of ‘might have’ and ‘could have’ for making criticisms about the past, and talking about past possibility. I have profiled the vocabulary levels so you can decide whether to pre-teach particular items before showing the video. I was inspired to write this when using the Close-Up English language course book.