To provide accuracy and fluency speaking practice in a discussion in the context of family
To provide clarification and practice of language used for expressing opinions in the context of family
To provide deduction and gist listening practice using a text about problems and responsibilities in families in the context of family
Procedure (45-56 minutes)
T starts the lesson with a question. 'What is the most important/ valuable/ precious thing in your life?' Ss brain storm and T writes their answers on the board. T tries to elicit the word 'family'.
T asks about the responsibilities and problems in a family. Ss brainstorm ideas and tell their ideas T puts the ss into pairs Hands out a worksheet with discussion statements Gives 5 minutes to students to generate ideas whether they agree or disagree with these ideas Each pair talks about their ideas saying the reasons, students check if they have similar ideas or not
Students listen to a television talk show and decide on the issues discussed T gets the answers from the students Students listen to the extract from the show for the second time and they are asked to put the different points on the show into an order individually. Then, they check their answers with their partner. T writes the correct order on the board.
Students listen to another text focusing on the expression for expressing opinions. Ss fill in the blanks on the sentences individually. T gives the answers orally. T writes the language on the board elicits the functions of these expressions. T does some drilling exercises with the students.
T gives students a worksheet on which some statements are written, related to responsibilities and problems in families. SS are asked to work with their partners and write arguments for and against these statements. Teacher demostrates generating 'for' and 'against' ideas for the first statement and writes it on the board. At this level ss may not be familiar with the words for and agaist, for that reason T uses the words 'agree' or 'disagree'. T gives 5-6 minutes to ss to generate ideas in pairs. In turns, each student picks up a statement from the 'statement bowl' the T uses,and after reading the statement asks for the other students ideas in the group. Each student expresses their opinion depending on the other student's idea.
T gives feedback on students' production and use of language