Muhanad Halvani Muhanad Halvani

Teaching Practice 8
Upper-Intermediate level

Description

Students will do productive skill fluency focused speaking practice on the topic of fairness. The will also be introduced to vocabulary on this issue and do some receptive skill listening practice.

Materials

Abc Frans de Waal: Moral behavior in animals (12:30-16:08) https://www.youtube.com/watch?v=GcJxRqTs5nk
Abc I Believe In Fairness (first 20 seconds) https://www.youtube.com/watch?v=9jMJORrY2l4

Main Aims

  • To provide productive skill speaking practice in the context of fairness with the aim of improving the students' fluency.

Subsidiary Aims

  • To provide clarification and review of new lexis in the text for the purpose of better understanding the text and broadening their vocabulary.
  • To provide gist listening practice using Frans de Waal's TED talk as context.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Play a brief youtube video to cut down the chatter in the class. https://www.youtube.com/watch?v=gh5xu35bAxA Ask them who is the best in playing Rock-Paper-Scissors. Play rock-paper-scissors with that person but use both hands. Ask the students "if that's ok"... try to elicit the response "That is not fair". "Tell the students that you are going to show them an excerpt from a 2010 publicity video for a British political party. Play the first 20 seconds of the I believe in fairness clip." (Jamie Keddie, lessonstream.org)

Immersion and Productive skill (speaking) practice #1 (5-6 minutes) • Immerse the students in the topic and get them to do speaking practice

"Suggest that the video clip demonstrate the importance of fairness to humans. But despite the importance, the word fairness can be difficult to define." (Jamie Keddie, lessonstream.org) Project the custom made Oxford Dictionary breaking news and tell the students Oxford is looking for one of them to write their new dictionary. Divide the class into groups of three then tell the students to come up with a definition for the word fair. Tell them to use synonyms and collocations if they can. Do some WCFB and error correction if necessary. Then project real dictionary definitions on the board.

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

Pre-teach important vocabulary that is important for the upcoming task. Do some pronunciation drills for the new words.

Productive Task #2 (9-10 minutes) • To provide an opportunity to practice target productive skills

Ask the students to close their eyes. Then ask them to think of an incident that involved unfairness or inequity. Divide the class into pairs and let them share their stories with each other. Then do a brief WCFB and some error correction on any collected errors. You can extend the exercise by having every student move two places to the right and then talk to the new person in front of them.

Productive Task #3 (5-7 minutes) • To provide an opportunity to practice target productive skills

"Tell students that you are going to show them a video in which a man called Frans de Waal demonstrates a famous experiment on fairness." (Jamie Keddie, lessonstream.org) Project the phrases which show what the experiment involves. Ask the students in pairs to try to try to guess what that experiment is and answer the questions on the board. Then have each pair of students discuss what they came up with, with another pair. Do a quick WCFB.

Productive Task #4 (5-6 minutes) • To provide an opportunity to practice target productive skills

"Play the TED talk Moral behaviour in animals from 12:30 to 15:10. Let your students hear the audio but do not let them see the images. They will be able to hear Frans de Waal’s explanation and compare it with their own ideas. They will also hear audience laughter when the monkey reacts. Find out how much students understood. How did their ideas about the experiment compare with Frans’ explanation? Invite them to speculate on why the audience laughs. In other words, what is the outcome of the experiment?" (Jamie Keddie, lessonstream.org) Let them talk about this in groups of three.

Productive Task #5 + Error Correction (4-5 minutes) • To provide an opportunity to practice target productive skills

Let the students watch the video. "Tell students that during the lesson, you have conducted your own fairness study. Ask the students to recall the unfairness stories that they shared during step 7. Ask them to decide which of the following categories their story falls into: * In your story, you were a cucumber monkey (i.e. the victim of the unfairness). * In your story, you were a grape monkey (i.e. you benefited from the unfairness). * In your story, you were not directly affected by the unfairness." (Jamie Keddie, lessonstream.org) Most of them will choose a story in which they were a cucumber monkey. Divide them in groups and let them discuss why almost all of them chose stories in which they are cucumber monkeys.

Web site designed by: Nikue