Presenting your Opinion
To provide practice of phrases for giving opinions in the context of controversial topics
To provide fluency speaking practice in a discussion in the context of contrversial topics
Procedure (90 minutes)
T will give go through the aims of today's lesson on the WB. T will give SS a piece of paper for them to write their names on and show for the duration of the lesson.
T puts SS into pairs and demonstrates the activity. SS stand up and take 90 seconds to discuss one of the questions given to the teacher. After 90 seconds, they change partners and discuss another question. Repeat this 4 times. SS come back together as a group and T nominates SS to find out what they have learn about each other.
T shows an example picture to the group and elicits answers to the following questions: 'What is happening in the picture?' 'What topic does this picture represent?' SS work in pairs to walk around the room and discuss the questions for each picture. T receive feedback by nominating SS to answer the questions.
T shows an example controversial statement related to the previous stage. In pairs, SS have 1 minute to think of another example of a controversial statement. T nominates SS for feedback. T puts SS into pairs. T provides SS with cut ups of sentences with example language used in controversial topics. SS have to categorise the sentences into expressing more rights and less rights. T monitors to check their progress and reveals answers on the IWB T ask CCQs to check meaning and pronunciation of some words (legal / illegal / banned / fined / sent to prison / capital punishment) T shows SS 3 example controversial statements on IWB. In pairs, SS identify the topic of each statement. T nominates SS for feedback. T does a live listening of example opinions. SS listen and decide which opinion 1-3 relates to topic A - C. T nominates SS for feedback and asks why each opinion relates to each topic.
T provides SS with example sentences from live listening. SS complete the gaps with the appropriate word. SS compare their answers with their partners before T reveals the answers on IWB. T elicits the pronunciation of language and corrects, if appropriate. T focuses on functional language for agreeing / disagreeing. In small groups, SS have 2 minutes to think of other ways of expressing agreeing / disagreeing. T nominates SS to record phrases on WB.
T puts SS into small groups and provides an example topic for them to discuss. SS have 2 minutes to think about their ideas; they can write down notes if they like. SS then discuss their opinions in their groups, ensuring to use the language from the previous stage. T nominates SS for feedback. In new groups, SS have 5 minutes to discuss 4 topics on different tables. T monitors throughout, helping/prompting when needed and noting any errors for delayed error correction.
T nominates SS to provide an overview of some opinions discussed. T refers SS to IWB for delayed error correction. SS read the sentences and decide if they are correct; if they aren't, they need to say why and correct them.
T puts SS into small groups and explains 'backs to the board' One S from each groups sits with their back to the board. T stands behind them and writes a word from today's lesson on a MWB. The other team members have to explain the word to their team member. The first person to say the word wins a point.