Hamed Hamed

Upperi-intermediate level


this is a speaking lesson.students will be exposed to a reading and listening stage in order to find some ideas and learn useful languages for arguments and giving opinion.after this they have to give arguments orally for each case they have been exposed


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Main Aims

  • To provide fluency speaking practice in an argument situation in the context of make the right decision

Subsidiary Aims

  • To provide gist reading practice using a text about make the right decision in the context of moral problem in modern medicine
  • To provide specific information and deduction listening practice using a text about make the right decision in the context of medical recommendation by a doctor
  • To provide practice of language used for making an argument in the context of moral medicine problem


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

to introduce the topic by an open class question to ask students have you ever been in a situation that you had to make a right medical decision for your family? what do you think about moral medicine problems?

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

students should read a text quickly about the three moral problems in modern medicine, Ss,in pairs, summarize the problems in each case. Ss listen to two people discussing one of the cases they answer the question on their papers they listen again to complete the phrases they use for disagreeing. to pause after each sentence to give students time to write.

Useful Language (1-2 minutes) • To highlight and clarify useful language for upcoming productive tasks

to give them handouts, for each stage they should look at the related section

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

each case is chosen by at least two pairs.they have to discuss the argument in pair. they should discuss and can write their arguments down up to 5 arguments to put students into groups who discussed the same dilemma. they should reach an agreement as a group. delay error correction at the end of this stage

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

give students a few minutes to think about how to present their argument and conclusion to the rest of the class. to select one in each group to present the argument formally. other groups vote on the most difficult arguments and the best solution.

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