محمد احمد محمود علي حمد محمد احمد محمود علي حمد

TP8 Speaking/ Dilemmas
intermediate level

Description

In this lesson students practice speaking fluency on the topic of dilemmas. This is a skills-integrated lesson which focuses on speaking for fluency and reading for gist as well as reading for details and one lays the groundwork for the other. The lesson starts with a quick descussion about problem pages in magazines or websites. This is followed by a small gist reading task to check that ss understand what they are going to speak about later. Then a mixed reading and speaking task in which ss are going to read the problems to suggest solutions. Next, Ss work in groups to discuss the problems and agree on solutions. Get ss to present their ideas to the class to find out if other groups agree or not. Ask them about the most difficult problem from their opinion.

Materials

Abc handouts
Abc board and markers

Main Aims

  • To provide fluency speaking practice in a group discussion in the context of problem solving

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about dilemmas revisited in the context of problem solving

Procedure

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

* Start the lesson with a quick discussion about problem pages in magazines or websites through asking 'Have you ever read problem pages in magazines or websites?' 'Why do people write to columns like this?' 'Would you ever write asking for advice? Why? / Why not? 'Would you ever write giving advice? Why? / Why not?

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

* Ss just read the three titles and predict the content of each letter in groups. * Discuss their predections as a class without telling them if they are correct or not. * Use definitions, short stories and pictures to convey the meaning of solicitor and accountancy * Give ss 3 minutes to read and check in pairs. * Go through the answers with the class.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

* Ss are asked to make notes about the people in the list thinking about questions 1-3. * Attract their atention to the useful language section(handout) and tell them that they can use this language to create their own sentences. * Tell ss that they can ask for any word or phrase they need at this stage. * Give them 8 minutes to work individually * monitor while they are working.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

* Put ss into small grpoups (or pairs if there aren't many ss). * Refer them to Useful Language section again. * Ask ss to compare their answers to the questions in exercise 1. * Ss try to reach an agrement as a group about the best solutio. * Encourage ss to persuade each other of their point of view if there are differencesof opinion. Don't insist that they reach a common solution if this is not possible. * Circulate, supplying vocabulary if needed. * Monitor and note down errors and useful language for correction later on.

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

* Ss are asked to present their ideas to the class and find out if other groups agree. * Give ss a minute to prepare what they will report to the class. * Ss present their ideas and discuss it with other groups. * Monitor and correct errors and useful language. * If there is time, ss can role play as a follow up to the task. * Ss act out a conversation between the writer and a friend who is advising him/her. This can be more personalized if ss agree to speak about some personal problems.

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