Osman Osman

CLAUSES OF CONCESSION
B2 level

Description

IN THIS LESSON, THE STUDENTS LEARN CLAUSES OF CONCESSION THROUGH GUIDED DISCOVERY BASED ON A LISTENING ABOUT AGE LIMITS.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of clauses of concession in the context of coming of age in the law

Subsidiary Aims

  • To provide process and product writing practice of a speech
  • To provide gist and scan reading practice using a text about children's licence
  • To provide gist and specific information listening practice using a text about age limits
  • To provide fluency and accuracy speaking practice in a debate

Procedure

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

T displays the image "Coming of age" T: WHAT DO YOU THINK ABOUT THE PICTURE? WHAT DOES IT SAY? WHAT ARE THE PROBLEMS IF YOU DON'T FOLLOW THE AGE LIMITS?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T: LOOK AT 5.3, PART 1 WRITE THE ANTONYMS OF THE WORDS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER Treveals the key. T: LOOK AT PART 2 LISTEN TO THE AUDIO THICK THE THINGS YOU HEAR TALKED ABOUT. T plays the audio 5.3 using the barcode reader T: HOW MANY FACTS CAN YOU REMEMBER? WHAT ARE THE AGE LIMITS FOR DRIVING, DRINKING, SMOKING, ...IN TURKEY?

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes the marker sentence: Many people agree that tobacco pruducts should be made illegal. However smoking remains legal. While in some countries around the world the consumption of alcohol is illegal at any age, in other countries the minimum age varies. T: LOOK AT THESE SENTENCES COMPARE THE FIRST AND THE SECOND PARTS OF THE SENTENCES WHAT CAN YOU SAY?(THEY CONTRAST EACH OTHER) LOOK AT THE FIRST SENTENCE. HOW DOES THE FIRST PART END?(WE PUT FULL STOP) HOW DOES THE SECOND PART START?(WITH A CAPITAL LETTER) LOOK AT THE SECOND SENTENCE WHAT DO WE USE TO SEPERATE THE TWO SENTENCES?(A COMMA)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes on the board: Smoking is harmful. People still smoke. T: IS SMOKING HARMFUL?(YES) DO PEOPLE KNOW ABOUT IT? HAVE THEY STOPPED SMOKING?(NO) DO THEY STILL SMOKE? IF THEY KNOW IT IS BAD AND THEY STILL SMOKE. WHAT DO WE TALK ABOUT? (CONTRAST) SMOKING IS HARMFUL. PEOPLE STILL SMOKE. HOW DO WE JOIN THE TWO SENTENCES? (EVEN THOUGH SMOKING IS HARMFUL, PEOPLE STILL SMOKE) T writes on the board "Clauses of concession" T writes: "Even though" T writes: Even though smoking is harmful, people still smoke. T writes the form: Even though + subject + verb in present/past tense, main subject + main verb in present/past tense T writes: "Although" T writes: Although smoking is harmful, people still smoke. T writes the form: Although + subject + verb in present/past tense, main subject + main verb in present/past tense T: WHAT IS THE DIFFERENCE BETWEEN EVEN THOUGH AND ALTHOUGH? (EVEN THOUGH IS STRONGER AND IS USED TO EXPRESS A BIG, SURPRISING CONTRAST) T writes: "though" T writes: People still smoke though smoking is harmful. T writes the form: main subject + main verb in present/past tense + though + subject + verb in present/past tense T: WHAT IS THE DIFFERENCE BETWEEN THOUGH AND ALTHOUGH? (THOUGH IS INFORMAL AND IT CAN ONLY BE USED IN THE MIDDLE OF THE SENTENCE) T writes: "while/whereas" T writes: While/Whereas smoking is harmful, people still smoke. T writes the form: While/Whereas + subject + verb in present/past tense, main subject + main verb in present/past tense T writes: "In spite of/despite" T writes: In spite of/Despite its harmfulness, people still smoke. T writes the form: In spite of/Despite + noun, main subject + main verb in present/past tense T writes: In spite of/Despite being harmful, people still smoke. T writes the form: In spite of/Despite + verb in ing form(gerund), main subject + main verb in present/past tense T; WHAT DO WE USE AFTER IN SPITE OF/DESPITE?(NOUN OR GERUND) T writes: "However" T writes: Smoking is harmful. However people still smoke. T writes: "though" T writes: Smoking is harmful. People smoke though. T: HOWEVER AND THOUGH ARE CONJUNCTION ADVERBS

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gives the handout "Rewrite the sentences with clauses of concession" T: REWRITE THE SENTENCES WITH THE GIVEN WORDS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives the handout "Clauses" T: LOOK AT 170 REWRITE THE SENTENCES IN ALL POSSIBLE WAY USING THE CLAUSES OF CONCESSION DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T splits the class into two teams T: LOOK AT ORAL ACTIVITY 18 ADD A CONTRASTING SENTENCE TO THE SENTENCES EACH CORRECT ANSWER WILL GET 1 POINT LOSING TEAM WILL MAKE TEA FOR THE WINNING TEAM. WORK IN GROUPS ICQ; WHAT DO YOU DO? T monitors and notes the errors for correction. T: LOOK AT PART 3 DISCUSS IN GROUPS WHAT YOU THINK IS THE MOST APPROPRIATE AGE TO GET MARRIED AND WHAT YOU THINK THE MINIMUM AGE SHOULD BE USE APPROPRIATE PHRASES TO INTRODUCE YOUR COMMENTS USE CLAUSES OF CONTRAST T put the students into groups. T monitors and notes the errors for correction T; LOOK AT PART 4 READ AND DISCUSS IN GROUPS WHICH OF THE COMMENTS YOU AGREE WITH MOST. GIVE YOUR REASONS T put the students into groups. T monitors and notes the errors for correction

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