Ashraf Hanafi Ashraf Hanafi

Copy of Clarifying opinions
Intermediate level

Description

The students will learn in this lesson how express their opinions in a debate and support their views by giving examples. The lesson will start with a lead-in about Steve Jobs as the teacher will elicit from the students that he is a successful man who has no qualifications or certificates. Then, the students will listen to a record about some successful people who don't have qualifications, too. The students will listen first for gist and then for detail. After that, the teacher will show the students a conversation script that has some missing gaps and ask the students to complete these gaps with the options given. The teacher then will elicit the meaning of the phrases that are used for giving opinions and examples and drill them before highlighting the stress on each in its context. The teacher then will ask the students to match phrases to their usages (giving opinions or giving examples). Finally, the students will practice theses expressions in a debate to discuss whether they go for qualifications or life experience and intelligence.

Materials

Main Aims

  • To provide practice of language used for clarifying opinions and supporting examples in the context of qualifications versus life experience and intelligence.

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of intelligence versus qualifications.
  • To provide detailed listening practice using a text about intelligent people in the context of intelligence versus qualifications.
  • To provide gist listening practice using a text about intelligent people in the context of intelligence versus qualifications.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher will show the students a picture of Steve Jobs and ask them some questions about him. Who is he? (Steve Jobs) What do you know about him? (He is the founder of Apple Mackintosh) Is he successful? (Yes) Does he have qualifications? (No) Is he intelligent and experienced? (Yes)

Listening for gist (3-4 minutes) • To enable students to develop their ability to listen for gist. Furthermore, to build students' confidence and check their comprehension.

The teacher will ask the students to listen to a record and answer the question "What do they talk about?" (Intelligent people). Then, the teacher will give them the feedback.

Listening for detail. (4-5 minutes) • To enable students to develop their ability to listen for detail. Moreover, to let the students get exposed to the target language in a context.

The teacher will ask the students to listen to the record one more time to answer some questions: 1- Why does the man think the boy from Egypt is intelligent? (He thinks so because the boy can sell you many things in 15 languages although he didn't learn these language in a school). 2- Why does the woman think her two friend are intelligent? What did/ do they do? (She thinks they are intelligent because one of them built his own house although he didn't study how to do that and the other takes some old car parts and makes new cars from them although he doesn't have any qualifications, too). Then, the teacher will let them check their answers in pairs before he gives them the feedback in an answer key. The teacher will use some ICQs after giving the instructions like: 1- Are you going to answer individually or with a partner? (Individually) 2- Are you going to write your answers? (Yes)

Guided Discovery Presentation (4-6 minutes) • To enable the students to discover the meaning of the new expressions and know how to use them in the context and enable them to practice the new phrases and know how pronounce them.

Discover: ( 4-6 minutes) The students will discover how to express their opinions and support them with examples through a practice that asks them to fill the gaps in a context of a conversation with the proper expressions. The students will do this practice in pairs before the compare their answers in groups. Then the teacher will give them the answer in an answer key.

Controlled Practice for concept check (3-4 minutes) • To concept check and prepare students for more meaningful practice

The students will be asked to match the phrases to their categories. They will have to choose whether the expression is for giving opinion or giving examples. After they do it individually, they will compare their answers in pairs and then they will be given the feedback orally.

Drilling (8-10 minutes) • To provide context for the target language through a text or situation

Drilling: (5-7 minutes) The teacher will drill (chorally and individually) the new phrases (The reason I say.., For me.. , In my view.. , I do think.., I must say.., For example.., For one thing.., and Let me give you another example..) and then the teacher will elicit from the students the stress positions. Writing: (2 minutes) After the teacher elicits the stress positions, he will write them on the board and will also define the parts where the linking takes place.

Free Practice (9-12 minutes) • To provide students with free practice of the target language

The teacher will draw a scale and write (qualifications and certificates) on one side and (experience and intelligence) on the other side, and then the teacher will ask the students to talk about which side they think is more important for a successful life. The students will use the taught expressions to express their opinions and give examples. The teacher will monitor and take some notes to give a delayed feedback.

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