To provide speaking practice in a conversation and debate in the context of newspaper articles
To provide vocabulary related in the context of newspaper articles and demonstration/protest
Procedure (41-58 minutes)
Lead in by asking the class about the Gezi/Taksim Parki protests to activate their schemata and opinions about the specific speaking topic ie. protesting against developments/projects that destroy nature. Ask whether they agreed with the Gezi parki protest and why? Tell them to work in pairs asking each other the question you have written on the WB. 'Do you agree with the Gezi Parki protest, why? Why not? Ask question whether they think its ok to destroy nature for construction projects. Tell them to work in groups for about 2 minutes. "Is it ok to harm/destroy nature for construction projects?"
Do pre-vocab work to make sure the students understand the following text. Hand out the sheet of pictures and words and go through the words one by one with the class and do MFP of some of the words to prepare for the next stage.
Hand out to the students the headlines of three separate but similar texts (same topic). Tell the students to work in groups to tell each other what they think the stories are about. Give the students 3 minutes GW time. Thereafter taking WC feedback from the groups and hear what they think it is about WC FB. Tell the class they will be handed out questions and read the text quickly for about 3 minutes individually. Thereafter, tell the class they will compare their answers with each other for 2 minutes in pairs. After comparing answers, tell students they will do new question questions individually, handout the specific question and give them 2 minutes. Tell the students to look at the answers in pairworks. Upon finishing the questions and having a chance to discuss, handout the answer keys and let them correct their mistakes in groups for 3 minutes.
There are three texts. A B and C. Each group gets a personal question about their respective texts and answers them in pairs. Give students 3 minutes to talk in pairs about their questions and answer them. After answering the questions, instruct the students to write down the main points and arguments from their texts. Tell them to work in groups and give them about 5 minutes to do this.
The teacher explains to the class that they now have read and hopefully understood their texts. But there is a problem: there are three different texts and each text is a different color. Red, Yellow and orange. Now they will have a chance to tell each other about their texts (as a productive reading task). Regroup the class so that one of each text/color sits together. Give each color a number from 1 to 9 and let number 1s 2s 3s etc sit together. Tell each group they now must tell each other about the main arguements/points of their own texts. Do WC FB ask students to tell class about what they learned about other texts.
After finishing productive task 2 write the questions "What would be the best form of protest?" and "How would you encourage other people to join your protest?" Tell the students to work in groups of three (same groups) and they will answer the questions and take notes of their answers for 3-4 minutes. Thereafter ask groups the questions and get creative answers WC FB.
Lastly, tell students to read each others' texts to understand the connections. Still in same groups. After reading all three texts ask the students whether they have changed their opinions about the project. Tell students to go back to their original groups and ask the following questions. Have you changed your opinions? Do you still think it is a bad idea or a good idea to build the project (WC FB)?