Taher Bahrani Taher Bahrani

Thaer Bahrani, Speaking skill
Intermediate level

Description

In this lesson, the productive skill of speaking will be developed in the context of stereotypes and a reading passage will be worked on related to the context.

Materials

Abc A short video up to 10 seconds received on whats app.
Abc English file, (2013). page 28

Main Aims

  • To provide students practice in speaking fluently in the context of stereotypes

Subsidiary Aims

  • To provide clarification and practice of some blocking vocabulary in the context of stereotypes

Procedure

Stage 1 (lead in) (5-8 minutes) • To set the context of the lesson and make the lesson interesting for the students

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.

Stage 2 (4-6 minutes) • Introducing the blocking words

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.

Stage 3 (5-8 minutes) • Generating ideas

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.

Stage 4 (10-13 minutes) • Exchanging ideas about some selected stereotypes

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.

Stage 5 (7-10 minutes) • Feedback and error correction

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.

Stage 6 (if time activity) (1-3 minutes) • Give the students the chance of speaking more

The teacher asks them to think of some stereotypes about British people

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