a better future, wish and hope
B1, intermediate level
To provide clarification and practice of wish and hope in the context of a better future
To provide clarification and practice of invest, eradicate, distribute, poverty, .... in the context of a better future
To provide accuracy and fluency speaking practice in a debate in the context of a better future
Procedure (37-49 minutes)
I will show the visual of some popular problems in the world which form the shape of the Earth and ask them to tell me what they see in the pictures. This is the time to generate the ideas of global issues in their pairs and afterwards, give the feedback to the class. I will ask each pair to come up with a couple of statements based on their opinions. (the aim of this stage is to generate the interest in the students and let them be more familiar with the whole theme.)
Since this is a contextualized grammar lesson, the exposure will happen in two steps. Firstly, the students will listen to the audio track of page 54 (books closed), and they will be asked to find the problems mentioned in the audio and compare them with theirs, (scanning the audio for specific information), the results will be checked in their groups and a whole-class feedback will be received afterwards. Then, they will open their books and answer exercise part B, so that they will be required to scan the text to find the correct form of the vocab. The answers will be checked in groups and for the feedback I will ask them to stand up and see each others` responses and finally give me a whole-class feedback. (the aim is to expose the students to the "target language" and let them find the model sentences so that the guided discovery cycle would be complete.)
The next part will be completing exercise C, and here in the students will be asked to fill in the chart, check in their pairs and give a whole-class feedback. While receiving the feedback the students will practice the correct form of the vocab and finally there will be choral drilling and if-necessary an individual drilling too. (remember that drilling and pronunciation repetition can not be done from the board.) To finalize the guided discovery, the students will be asked to answer the exercise A of the grammar. This exercise has been designed to highlight four important parts of the target language. For receiving the feedback, I can attach the answers to the walls and ask them to go around the class to find the correct answers and do some kinesthetic wall crawl.
when the model sentences have been received and written on the board, I will elicit the correct meaning of the grammar and concept check it (CCQs) in order to make sure that they have understood or already known the true meaning ;like, Luis wishes everywhere hadn`t gotten so polluted, "so does it mean that everywhere is clean?", "is this sentence about present or it represents past time?". After that I will draw their attention to me to give them some choral drilling. (not from the board). In the grammar, we can focus on the sentence stress, connected speech, intonation, and here especially shifting word stress. The techniques can be back chain drilling and finger technique. The final step is to show the correct form, using the model sentences, the teacher will underline the certain parts of the sentence and elicit the parts of speech. (The aim of this stage is to clarify the target language using the flow of the lesson in the book, we should bear in mind that the language should not be explained and it just needs to be clarified in many cases)
There is a very fruitful controlled practice as exercise B. In this stage the students will rewrite the given statements using the target language and then practice it in their pairs. The whole-class feedback will be received after that. (The aim is to provide a controlled situation in which they can try the target language with more help, this stage will complete the scaffolding process.)
The final part is (and the most important stage) is to provide a freer practice which is not mechanical and generates fun and interest. I will attach three photos of "famine", "drought", and "pollution" to the walls, in order to give them a kinesthetic activity, they will be asked to do some wall crawl, go around the class, and talk about them in pairs. The students will be the UN special agents and the final step is to give their reports, feelings, and solutions to the class. (The aim is to provide a freer chance of speaking and focus on their fluency, keep in mind that the key point in this stage is foster the autonomy.) DEC (delayed error correction) will be provided to the students.