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TP 8 LESSON PLAN
Intermediate level

Description

This lesson will mainly focus on developing students' speaking skill with a semi-controlled speaking practice and debate activity in two groups in the context of 'agree/disagree with the punishment a boy (16) got for a robbery ' through using some phrases of expressing/responding an opinion after listening for detail to get a model of target production.

Materials

Abc Handout 4 / ex. 4a
Abc Handout 3 / ex. 3
Abc Handout 2 / ex. 2b
Abc Handout 1 / ex. 2a
Abc Video

Main Aims

  • To help students develop their speaking skill with a semi-controlled practice and debate activity for fluency and accuracy in the context of 'agree/disagree with the punishment a boy (16) got for a robbery'.

Subsidiary Aims

  • To provide listening for detail and some phrases to be used in production stages in the context of 'agree/disagree with the punishment a boy (16) got for a robbery '

Procedure

Lead-in (4-6 minutes) • To set lesson context and engage students

- After eliciting from Ss, write 'Punishments' in the middle of the board and draw a circle around it. - Elicit types of punishments from the class and build a mind map on the board. - Ask Ss 'Which punishment do you think must have been given to a guy, 16 years old, who robbed a newsagent?' - After having the Ss' guesses, tell them they will find out the answer from the video they will watch in one sec.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening for detail

- Pointing at the handout, tell Ss to read the questions (including the question in the lead-in stage, too) at first - Then they will watch a video of two conversations and answer the questions according to that video. - Peer check and WGFB.

Useful Language / ex.2b (5-7 minutes) • To highlight useful language for coming productive tasks

- Point at the handout and tell Ss there are some phrases from the conversations. - Tell them to watch the video again and number the phrases in order they hear them. - Pair work/check and nominate 2 different Ss to play the teacher and give the feedback of each conversation to the class.

Useful Language / ex. 3 (4-6 minutes) • To clarify the useful language for coming productive tasks

- Try to elicit by using some phrases: 'Expressing an opinion' and 'Responding to an opinion' - Tell Ss they will put the phrases in the correct category - Pair work and project the answers on the board. - Drill some of them (focusing on intonation to remain polite, even when disagreeing). - Don't forget to tell the Ss that they will use these phrases in next activities.

Productive Task / 4a (8-10 minutes) • To provide an opportunity to practice target productive skill through a semi-controlled practice

- Pair the Ss - Have one S in each pair to express an opinion about the statements in the exercise by using the correct phrases from the previous activity. (S-A) - Have the other S in each pair to respond that opinion with the correct phrases from the previous activity (S-B) - Tell them to give a reason for the opinion they express. - Demo the activity with a stronger S - After a while, 'Students A will be B; Students B will be A' (ICQ if needed) - Have each pair's opinions tell to the class

Productive Task - debate (10-12 minutes) • To provide an opportunity to practice target productive skill through a debate

- Ask Ss to remember and tell the people's opinions about the robbery and sentence in the video. - Ask: 'Who agrees with the punishment of community service for 25 hours?' Then: 'Who disagrees with the punishment of community service for 25 hours?' - Have 'agree' Ss one side and 'disagree' Ss on the other side. - Tell Ss they will debate and defend their opinions why they agree and disagree with the punishment. - Let them know two teachers (Pınar & Nox) will be jury to decide the stronger group by taking the opinions and reasons into consideration. - Tell them to discuss why they agree/disagree with the punishment in their groups by listing their reasons in 4 min and remind them they need to use the phrases in the previous stage and will win a point each time they use them correctly. - Ask both groups to state their opinions. Start with the group 'agree'. After getting their first opinion, ask the group 'disagree' to respond their opinion. - Direct the debate in this flow.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

- Ask each group to list the strongest opinions and reasons of the opposite party in the debate. - Have the opinions from each group. - Have the jury's list, post it on the board and ask the groups compare it with theirs. - Ask if they agree or disagree with the results. - Allocate minimum last three minutes to make error correction.

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