Muhanad Halvani Muhanad Halvani

Teaching Practice 5
Upper-Intermediate level

Description

The students will do some speaking practice in the context of medical dilemmas to practice improve their fluency with some error correction to improve their accuracy. They will also do some reading and listening practice that will lead in to their productive skill speaking activity.

Materials

Abc HO with Text from Cutting Edge, Upper Intermediate, Pearson Longman p.123
Abc Module 11, Recording 7 Cutting Edge, Upper Intermediate, Pearson Longman
Abc HO adapted from Cutting Edge, Upper Intermediate, Pearson Longman p.123
Abc Module 11, Recording 6 Cutting Edge, Upper Intermediate, Pearson Longman
Abc HO with texts from Cutting Edge, Upper Intermediate, Pearson Longman p.123

Main Aims

  • To provide fluency focused productive skill speaking practice, using medical dilemmas as context.

Subsidiary Aims

  • To provide reading and listening (receptive skills) practice.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Tell the students a couple of situations. Elicit from them what is morally right or wrong and put them up on opposite ends of the board. Ask them if they are sure. Then give them a situation in which it is not clear what is right or wrong. Try to elicit the term 'dilemma'.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Give out a handout with three medical dilemmas. The students will have 5 minutes to read the text then in pairs they must determine what is the dilemma in each case. Then different pairs will check answers with each other. This will be followed by WCFB. Project the questions about Module 11, Recording 6 on the WB. Tell them they will listen to two people discussing one of the cases they just read. They will hear the recording just once. Tell them they don't have to understand everything, they just need to answer the questions on the board. Play the recording. Then have them check their answers in pairs. Follow this up with a WCFB.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Give out the HOs with the functional language gap fills. Have the students listen to module 11, recording 7 and have them fill in the functional language phrases. Let them check their answers in pairs. Have them check the answer key. Give out the HO with the functional language. Let them solve it in pairs then check the answer key in the back of the HO.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Give the Students a HO of Case C which they read earlier. In pairs students must come up with 5 reasons for and 5 reasons against the provided question. Check who is for and who is against. If the class is unanimous on one point then assign them positions either for or against and have them try to convince their classmates using the phrases learned earlier. The in groups of 4. Students must pick a side and try to convince the others in the group of their opinion. Repeat for Case B

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Write down the errors made by students in the earlier speaking exercises. Do some error correction through WCFB. Do pronunciation drills if necessary.

Web site designed by: Nikue