sara sara

Intermediate level


In this lesson, sts will practice speaking in a topic based approach


Abc News Headlines OHP
Abc Newspaper Stories HO

Main Aims

  • To provide fluency speaking practice in the context of protests

Subsidiary Aims

  • To provide review and practice of language used for giving opinions in the context of hypothetical future situations


Warmer/Lead-in (4-6 minutes) • To set lesson context by incorporating previously taught language and engage students

. elicit from the ss the topic of the previous two lessons by asking what they talked about . project a slide that shows three newspaper headlines . elicit that they are called 'headlines' by asking 'what are these?' or tell them if they don't guess . divide the ss into three groups and assign each group one of the headlines . individually, ss predict the story of the headline . in each group, ss share what they predicted

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

. give the 3 stories for each group to check their predictions . for FB, ask in each who predicted something correct . rearrange the group to have in each new group stories a,b and c . have the ss tell each other the stories . for FB, ask a random person from each group to tell a story they listened to

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

. re-elicit the forms of protest they learned in a previous lesson (eg. strike/ demonstration..) by asking and reminding the ss 'what did the people who had problem in the previous lesson today do?' . ask them to imagine the headlines affected them personally 'what would you do if you lived in one of the house that will be destroyed?' to elicit the correct answer 'If I lived in one of the houses, I would...' . take two or three answers as a WC

Productive Task (12-14 minutes) • To provide an opportunity to practice target productive skills

. rearrange the groups back together for each story . in pairs, if the ss number is good enough, they prepare how to protest . share with their group . each group chooses one way together

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

. have each group choose one person . that person tells the WC about their way of protest . if they use ' I would + inf' wrongly, do delayed error correction verbally

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