Amy Canter Amy Canter

TP8 Speaking in the context of freedoms
Upper Intermediate level

Materials

Abc Powerpoint
Abc HO1
Abc HO2

Main Aims

  • To provide fluency speaking practice in the context of freedom

Subsidiary Aims

  • To provide clarification of lexis relating to freedom and equality.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Project images of famous figures who fought for freedom (Mandela, Gandhi, Malala, MLK, etc.) "Do you know who any of these people are?" "What do they have in common? What did they fight for" elicit the word freedom "What does freedom mean?" elicit definitions "Are there different kinds of freedom?" Write answers on board

Preperation (6-8 minutes) • To provide students an opportunity to generate ideas which will be used in subsequent tasks.

Project ex.1 types of freedoms on the board Do Ss know meanings? HO1 matching w/definitions Ss match, then check with partner - 2-3min Project image Early finisher to match on board Ss work with a partner to discuss which is the most important to them and why 3 min F/B ask 2-3 volunteers to tell class about their partners answer

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

HO2 choose the correct word Ss work with partner 3 min, then Group check Project and underline on board (2 slides) Project chart do first together HO2 second side HO3 definition matching Ss work with partner 3 min, then Group check Project and match on board (2 slides) DRILL

Speaking Task 1 (5-7 minutes) • To provide an opportunity to practice target productive skills

Ss discuss in pairs how strongly they agree with the statements from HO2

Speaking Task 2 (10-15 minutes) • To provide an opportunity to practice target productive skills in a freer speaking activity

Ss are grouped into 3 groups of 3 or 4 groups of 4, etc Ss discuss 5 min and come to an agreement -Is complete freedom good- yes or no? Come up with 3 reasons why/why not Make notes One S from each group is then put together in new groups, each S tells the others what they decided in their first group- 4-5 min T monitors

Feedback (2-3 minutes) • To provide feedback on students' production and use of language

T points out good and bad language usage esp. noting use of new vocab Elicit any needed corrections from Ss

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