To provide Ss with clarification and practice in adjective + noun collocations used as lexical phrases for evaluating and recommending. To review and practice modifying adverbs quite and really to soften or strengthen the evaluations/recommendations.
To give Ss practice in speaking for fluency and expressing their opinions.
Procedure (39-49 minutes)
The teacher will ask Ss to look at the pictures(tv channels/programmes) around the classroom and ask students whether or not they watch any of the tv channels or programmes. Ask the Ss why or why not. The teacher will be listening to the language they use.
The teacher will check if Ss know what “recommend” and “evaluate” mean – the teacher will elicit these terms. The teacher will drive this by asking the following questions: 1. What is to recommend? Is it to tell/suggest that someone do something? 2. What is to evaluate? Does it mean to look at something and say whether it's good or bad? The teacher may elicit examples from students. Teacher then focuses Ss on the vocabulary in ex 1 and sees if they can remember how it was used in the reading text. Ss will be given time to work in pairs to find examples in the text before completing the gap-fill in ex 1. FB-students will be asked to give the answers in a class discussion and the teacher may confirm. Ss will be asked which sentences are used to recommend and which to evaluate, to check meaning.
Ss will be focused on the examples in ex 2 – Ss will be given a minute to discuss in pairs the answers to the questions and then give feedback FB. Teacher question(s); Focusing on the sample sentence, 1. What difference do they make to the sentence, do they make them stronger or moderate? 2. Which one makes it moderate which one makes it stronger? 3. Wikipedia seams like a really great idea-does this mean Wikipedia is just good or it's very good? 4. But actually it's quite a dangerous website-does it mean Wikipedia is very dangerous or it is a little dangerous? Can it be trusted-(a little/to a certain extant)
Teacher will elicit a couple of ways of completing some of the sentences from ex 3 – and write examples on the board. The teacher then uses the examples on the board to check understanding. The Ss are asked to think about where they can use quite or really (part b). Ss work in small groups and then regroup to compare their answers. The teacher takes some examples in FB and drills a couple of sentences to help Ss with their pronunciation. Teacher regroups Ss to discuss their ideas – asking and answering questions to explain their opinions. The teacher monitors discreetly and then takes some general FB.
Ss work in small groups on ex 4a (instead of the book exercise, they will look back around the room and choose programmes or tv channels to recommend and say why they recommend them-the teacher tells them that a friend is coming to Istanbul for the first time and they should recommend tv channels/programmes to watch during her stay here), the teacher monitors to support Ss with their ideas. The thinking and preparation time, will help them with the speaking in the next stage.
Ss then report back to the class. Teacher takes some general FB on what they would recommend and why.