Thaer Bahrani, Speaking skill
To provide students practice in speaking fluently in the context of stereotypes
To provide clarification and practice of some blocking vocabulary in the context of stereotypes
Procedure (32-48 minutes)
The teacher asks the students to what a short clip and asks the students to talk about it. The students should provide reasons for their answers. Then the teacher provide the students with more easy to understand and tangible examples of stereotypes. The teacher divides the class in two groups and asks both groups to think of two commonly used stereotypes in their city of country.
The teacher introduces the blocking words by elicitation. The teacher makes clarification on meaning, form and pronunciation (MFP). The teacher gives the students an exercise to complete.
A passage related to the context of the class is given to the students to get them more familiar with the context of stereotypes and prepare them to speak more in the next stage. The students should read the passage individually. Then a short gist exercise is given to be done in pairs or groups.
The teacher puts the students into groups and asks gives each group some selected stereotypes. The students in each group should talk about the given stereotypes and discuss their ideas in their own group. Finally they should share their ideas to the whole class.
In this stage the teacher should provide the whole class with feedback related to their performance in different stages of the class particularly stage 4. The teacher should also bear in mind some of the problems the students had in speaking such as grammar, vocabulary or pronunciation to correct them. The reacher should remember to correct the errors addressing the whole class rather than addressing the students one by one.
The teacher asks them to think of some stereotypes about British people