Upper-intermediate, B2 level
To provide clarification and review of antonyms in the context of conspiracy and internet
To provide fluency speaking practice in a conversation in the context of internet
Procedure (34-45 minutes)
T sets the scene " You had a lesson about conspiracy theories. for example, princess Diana, UFOs or september 11." "Which one is right? Which story is true?" Elicit: " where do these stories come from?" - internet T shows Abraham Lincoln quote on the internet. - Elicitations: " Which story is true?" "Do you think many of our news stories can be false?"
T puts sts in pairs and asks them to give contrasting ideas about one topic. Instruction: T models one statement with S1. Topics: 1- Internet is producing just fake news. 2- Some conspiracy theories are probable. 3- Meeting people online is not a safe thing. 4- Most of online sources are unreliable. FB: T asks sts "what do we use to give different ideas?" elicits "for example, when you say it's fake news and I want to say that it is not fake, what can I say?" T continues to elicit "antonyms".
T instructs sts "there's a list of words here, I want you to write antonyms and parts of speech in this column." ICQ: "What do you write in this column?" "Do you guess the antonyms or you use dictionary?" -Grouping: "You pick one these pieces and you find your antonyms." After handing out, T asks one of the sts what her word is and T calls out the opposite one. After modeling, T asks sts to stand up and find their antonyms (partners) and sit together. Sts work in pairs to write the antonyms. FB "check your answers with a person sitting next to you, but from different group." ICQ: "Fatih, who will you check your answers with?" T finds out which words need to be taught since many of them may be used actively by sts.
T writes two words on the board: tiny and happy. T elicits from sts different types of antonyms that some of them take prefix and some do not. Potential vocabulary T needs to teach: admit, guilty, mean, credible, criticize.
T asks sts to go online and directs them to website: https://en.oxforddictionaries.com/ T shows the homepage of the website to make sure sts look up the words from one reference. ICQ: "How many antonyms do you write?" 2-3 "Do you do it with your partner?" FB: T asks pairs to pair up with others to make groups of four. (Exhaustive feedback because it's the TL.)
T instructs: "There's an exercise to see you have learned or not. You fill in the gaps with the words from previous exercise. You may need another form of that word." T projects the first one on the board. "Gary's a really successful businessman." ICQ: "What do you use to fill the gaps?" "Are all the words the same?" FB: T asks sts to do pair-check. T shows the answers on the board.
T asks sts "so you think can we use these antonyms in conversations?" What is the use of these? T models one conversation with sts: "Jenny's stupid, isn't she?" "Well, she isn't the brightest people, it's true." T instructs "There are 6 possible situations about four of which you make similar conversations". ICQ: "What do you with the topics?" - make conversations "long or short conversations?" - short
T asks sts to talk about topics in the first handout.