mina mina

Function Globally (Conceding Points) in a discussion
Upper Intermediate level


In this lesson, Students will be talking about educational achievements and skills necessary in today's world. Next, they will be given two sides of an argument about educational standards. They will talk about their reactions to them. After that, there will be listening to two conversations for gist and then for details. The focus of the lesson will be on a few sentences taken from the conversations showing how to use conceding points in a discussion. Finally, they will be given a topic to discuss in groups.


Abc Slides

Main Aims

  • To provide fluency speaking practice in an argument in the context of academic qualifications

Subsidiary Aims

  • To provide clarification, review and practice of language used for conceding points in the context of academic qualifications


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-First start the class with some photos from the power point (life skills) -Ask the students to give you an example of educational achievements and life skills necessary in today's world -Give them 2 minutes to make a list of these skills in pairs -ask a student from each pair to go to another pair and check if they have different answers. -ask one or two student in class to give you some examples

listening warm-up 2 (3-5 minutes) • to engage students before listening

-stick two approval and disapproval signs on top left and top right side of WB -ask students "Do you think people are more knowledgeable than the past?" -they will give you some answers, probably yes/no -give them two arguments on two pieces of paper including two sides of an argument to work in pairs. -ask them to read their text in 30 seconds -ask them to talk about their reaction to what they have just read -ask one pair to stick their text on the board one for approval and the other for disapproval -They might be able to understand the meaning of "dumbing down" and "clevering up" at this stage!

Exposure • To provide a model of production expected in coming tasks through reading/listening

-write these questions on the board: 1. Who starts the discussion, the man or the woman? 2. What are they talking about? 3. Who concedes the other might be right? -Tell them they are going to listen to two conversations and answer the questions on the board -after they have listened, they will check in pairs -have them answer the questions in class -Ask them to listen again

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

-show the second pp slide including two sentences from the listening (p.110) -ask the students "which phrase indicates that the speaker is conceding a point to other speakers. -underline it on the board -now go to the next slide and ask the students to make phrases with a similar meaning to the phrase above by completing them with a word from the box -ask them to do and check in pairs -for the answers go to the next slide -ask them what we use these phrases for (concept check) -Do you use it when you agree/disagree..?

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

-show the next slide including two arguments for a topic -ask them if they can come up with a reason why academic qualification is the key? and another reason for why the best education is experience -give each student some cards with a topic -give them 2 minutes to think about other reasons -divide the class in two groups -half of the class with the same topic sit in a group each other and the rest sit in another group -if the class is too big they could sit in four groups -now they must take turn and give their opinion to each other -one student from each group will talk, another student from another group will reply -they continue the argument for 5 minutes -

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

-While students are talking in groups, take notes of any errors they make -FB: ask a few students to talk about the reasons they heard and liked in their groups -write the errors on the board (DEC) -ask the students to do the correction

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