Ehab Ehab

Agree or Disagree ?
Upper-Intermediate level

Description

In this lesson, students will review and practice giving their opinions by agreeing and disagreeing in the context of smoking conference about ways to stop smokers from smoking.Students will be exposed to the TL and then categorize some points and after that they have controlled practice and free speaking practice at the end of the lesson.

Materials

Abc Cut-ups for free speaking
Abc HO3 Teacher Made Controlled Practice
Abc HO2 Teacher Made Guided Discovery
Abc HO1 Teacher Made language context - Text

Main Aims

  • To provide review and practice of language used for agreeing and disageeing in the context of ways to stop smoking

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of agreeing and disagreeing answering different controversial questions
  • To provide detailed reading practice using a text about ways to stop smoking

Procedure

Lead-in (3-5 minutes) • To generate interest in the lesson and prepare students to the topic

- Greet students - Write this sentences on the board "SMOKING SHOULD BE BANNED IN PUBLIC PLACES" - Elicit the meaning of the word BANNED - Ask them do you agree or disagree ? But do not listen to their answers - Tell them to answer this question in pairs/groups - Listen to some answers later

Exposure (6-8 minutes) • To practice reading for detail and to just introduce the TL using a text

- Tell the students that now we will read a text about different opinions regarding smoking - Give the students /HO1/ and tell them to read the text once to answer questions 1+2 - Ask ICQ's : Are we answering questions 3 now? NO - Let them check their answers in pairs before taking feedback and sharing the answer with them

Highlighting (4-6 minutes) • To draw students' attention to the target language

- Tell the students that it is clear that JOHN and PETER have different opinions about smoking. - Have students do ex.3 and underline agreeing and disagreeing phrases - Project the text and have students underline them on the board

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- Give the students a guided discovery worksheet with a cline /HO2/ and ask them to do it - Scaffold one of them as an example - Let them check in pairs - Project the worksheet on the WB and have students answer on the board again - Drill the phrases together - Highlight the place of adverbs in the phrases

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Give the students /HO3/ which is a controlled practice - Ask ICQs : Are you answering together? No - Let them do it and then check in pairs - Let the students see the answer key to check their answers - Take feedback to see how they answered and why

Free Practice (5-6 minutes) • To provide students with free practice of the target language

- Give each student 3 or 4 cut-ups depending on the number of students - Tell them to answer the questions in pairs/groups agreeing or disagreeing - Monitor and take notes - Give whole class feedback if time is enough

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