Teaching practice #2
To give Ss practice in speaking for fluency in discussing an issue in the context of banning mobile phones/MP3s in the workplace.
To provide Ss with functional vocabulary that can be used in the speaking exercise.
To provide listening for gist and reading for gist exercises.
Procedure (40-59 minutes)
T will start the lesson by asking them about their weekend and whether they did anything interesting or not, and then maybe tell them how his weekend went. T shows Ss a photo related to intranet and emails. T asks Ss to work in pairs and write any words that come to their mind when they see this photo. T allocates half a minute for this. T gets some feedback and writes some of their words on the board. T draws more attention to the word email. T asks Ss what words are used with this word, e.g. send, receive, etc. and writes them on the board. T asks Ss whether they are familiar with the word "intranet". T tries to elicit what it means and then explains it.
T asks these questions " How many of you have an email?" - "Does anyone of you have an email but never uses it?" " Do you use it more for business or to contact your friends?" and gets WC FB regarding this. T puts Ss in pairs. T distributes the reading handout. T draws Ss' attention to ex 1. T asks Ss to do ex1 with a partner. T allocates 3 minutes for this exercise. T asks for FB from some of Ss. T distributes the matching handout. T elicits the instructions. Instructions: Work with a partner and try to match the words on the left with their meaning on the right. T allocates a minute and a half for this exercise. T asks the first pair to finish to come to the board and match them. T gets WC FB on whether they agree or not. T drills the new words chorally and individually. T writes some high numbers that are found in the text and makes sure Ss know how to say them.
T draws Ss attention to the photo on the left on the article. T asks Ss what they think the article is about. T asks Ss to take a minute to read the article quickly and then answer questions 1, and 2 with a partner. T allocates 4 minutes for this exercise. T asks some pairs for FB.
T distributes the listening and vocabulary handout. T draws Ss attention to the photo on the right. T asks Ss who they think these people are and where they are now and what they are talking about.
T asks Ss to read Qs 1 and 2 to know what to listen for. T asks Ss to listen to the track and try to write down the answers for these two questions. T asks Ss to compare answers with a partner. T asks Ss if they need to listen to the track one more time in order to get the answer for number 2. If yes, T plays the track again. T gets WC FB.
T writes "for" and "against" on the board. T asks a CCQ to check whether they know what they man. CCQ: Are you for or against allowing school children to bring their cell phones to school? T draws Ss attention to ex 4a. T elicits the instructions and does the first one with Ss as an example. Instructions : Work with a partner and decide which of these arguments are for the ban and which are against. T elicits the word "neutral". T allocates 2 minutes for this exercise. T asks the first pair to finish to come to the board the write the answers. T gets WC FB on whether they think the answers were correct or not. T shows the answers on the board using OHP.
T sets the scene for Ss. T tells Ss that he has an invisible "hat". T says that once he puts this hat on, he will transform into the manager of a company called ITI and that Ss are his employees. T takes the role of a manager and then tells S that he has something to tell them. T sticks a sign on the board which says " Cell phones and MP3 players are not allowed in class". T justifies his decision by saying that he has seen many of his employees wasting a lot of time on their gadgets which made him angry. T takes off the hat and tells the Ss that he went back to being the teacher once again.
T divides the class into four groups. T tells Ss that two of these groups agree with the manager's decision and two do not. T shows Ss useful expressions that can be used to give opinions and speculate about consequences. T asks Ss to work in their groups to write three good reasons why they agree/disagree according to the group they are in. T asks all the students to write the same three reasons after they agree on them in their groups. T asks each S from group A to tell his/her reasons to S in group B so that each S in group A talks to the person who has the same number in group B. T asks groups C and D to do the same. T gets WC FB on who has the most convincing reasons. T concludes the lesson the dismisses Ss.