To provide accuracy speaking practice in a discussion in the context of communication methods
To provide practice of we'll have to, it'll take longer to, it might actually help us to etc. in the context of communication methods
Procedure (40-48 minutes)
Students are given a set of questions about their emailing habits. They are partnered to talk about their habits. (T gives instructions and sets the time limit.)
Students read a text to set the context, in groups, they discuss whether they agree or disagree with the views expressed in the text. T then takes feedback.
To add further ideas the Ss might use later and to expose them to the TL in context, Ss listen to an audio. T tells the students that they are going to listen to an audio (T tells Ss who is talking and what the person/people are talking about). T then divides the class into 2 groups. T gives instructions as well as the time limit for the task. Ss listen to the audio and then discuss the answers as a group, then check against a script. T takes general feedback.
T gives students a list of sentences, in pairs, students are asked to listen to an audio to decide which sentences are for and which ones are against the ban of the intranet in the office. T conducts a CCQ session to check meaning. We'll have to walk around and talk to people. CCQs; 1. Do they want to walk around and talk to people? 2. Is it necessary for them to do it? It might be nice to have a chat sometimes. CCQs; 1. Do they want to have a chat? 2. Do they think it is a good idea? Students listen to an audio to check their answers. T then drills students in saying the TL.
T tells the students that the company they work in is banning mobile phones and MP3 in the office. T divides the class into 2 groups, group A being for and group B being against the ban. T tell students to use the language from Ex. 5b as well as language learned throughout the lesson to prepare their arguments. T tells students that they will engage in a debate session so they have to prepare for it (they have to come up with 3 or more reasons). T sets a time limit. T monitors the session and helps when students needs it. T takes notes (writes on the board) for error correction session (if needed). Ss engage in a debate session.
With the errors that T noted during the group session as well as during the debate, T focuses the students on the errors that were made and engages the students in the correction part. (In the case that there is no error correction session, T will use the session to expand the wrap up session and ask students to state reasons why they are for or against banning of mobiles and MP3s in the workplace.)
Students are asked to take a vote on whether they are against the ban or not. T asks those who are for the ban to clap their hands then asks those who are against the ban to clap their hands. T thanks the students then ends the session.