melanie melanie

Dilemma
intermediate level

Description

In this lesson students will practice theeir fluency on giving advice in the context of dilemmas. First T will tell them an anecdote of a dilemma she has been recently for the lead-in in addition of showing a video. they follow the lesson with a listening task and will be exposed to some functunal lnaguage relating giving advice.

Materials

Abc power point
Abc course book
Abc course book
Abc dilemma photo

Main Aims

  • To provide clarification of language used for giving advice in the context of dilemma

Subsidiary Aims

  • To provide gist listening in the context of making decision in difficult situation
  • To provide gist reading practice using a text about making decision

Procedure

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

T will put a photo of dilemma and tels the Ss an anecdote of dilemma she has experienced. teacher can elicit the word `Dilemma`. For more clarification students watch a video about a driver who needs to make an immediate decision in order to have the least damage possible . they will work in groups and tell their partner what they would have done if they were the driver in the video.

Exposure (4-5 minutes) • listening for the gist

T will show the picture of the guys in a cafe eliciting the place they are in and the job the have.T explains they are Dave and Derek. T asks why do you think he is worried? Ss will listen to the recording and check their answers in pairs and then in the whole class FB. If there are different answers,T will write their answers on the board and pick the closest one to the right answers As the recording is too long I will pause after Derek talked about his problem.

Useful Language (8-10 minutes) • To listen for detailed information in the text

T will let the learners to read the first 4 gap-filled sentences and guess the answers. then they listen to the recording again and fill the gaps. then T will let the students think what Derek has decided?then they can listen to the rest of the recording and fill the gaps in sentences 5-8 the students check their answers in pair. after that T gets the whole class feedback and fill the sentences on the board using the PP.

Productive Task(s) (5-8 minutes) • To provide an opportunity to practice target productive skills

T will put the students in groups and let them to discuss the questions in EX. 4 T gets the whole class FB

controlled practice (5-8 minutes) • to provide students with the model language

In exercise 1 page 73 students listen to the recording and match the two halves of the columns . then check their answers in pairs. T will get the whole class FB. T will do a whole class drilling to highlight the connected speech why don't you ... what you need.... have you thought of ..... If I were you ...... Have you thought .....

practice (8-10 minutes) • To provide model language for upcoming productive task

In ex3 students rearange the sentences in pairs. they can check their answers with other groups.

speaking (5-8 minutes) • To provide students with speaking task in order to practice the productive form of the language

T will hand the students pieces of papers with some problems written on them. They will mingle around the class and ask for advice. T encourage the learners to use the structure on the board.

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