Brandon Mayer Brandon Mayer

Language and fluency
Intermediate level

Materials

Abc Cutouts
Abc white board
Abc speakers
Abc Handouts
Abc computer

Main Aims

  • To provide students opportunities to practice fluency skills through presenting arguments in a formal context.

Subsidiary Aims

  • Students use language to disagree, agree, report information.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students through visuals audio (VA) and board activity.

While students situate themselves I will play music from the computer, probably Art Blakey or Duke Ellington. We will engage with an ice breaker warm-up activity doing a board relay where students write down an appropriate category under columns A B C D. That or the "What's in your pocket?" game initially prompted through mime.

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

I'll post photographs where people congregate like a pub, restaurant, a meeting, and hamam prompting students to predict what the lesson will be about. We'll discuss how there are changes of gentrification, for example, that are occurring in Istanbul, which will relate to the main theme of the town hall meeting exercise.

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

This stage may come after the productive task town hall meeting because the situation will generate opportunities to provide context for the vocabulary words which may be problematic. I'd elicit the word through context, review, and maybe mime. I will review vocab pronunciation and word stress through modeling, repetition, and individual/choral drilling, clarifying any question that there may be.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Learners will be divided into groups of 5 with one being assigned chairperson to moderate the discussion and meeting. Role cards will be delegated to students like 'representative' 'town councillor,' and 'business woman.' After reading cards, learners will present their case to the group about why or why the city shouldn't demolish the Turkish bath hamam in order to construct an expensive leisure center. Students will have 3 minutes to present their case. Learners will exhibit controlled practice by explaining and describing their delegated positions of the subject matter. Students will engage with listening receptive skills as well to process evidence/opinion why the role player is for or against demolishing the hamam. After, a hopefully heated discussion, chairperson will call an end to the debates, summarize, and hold a vote as to conclude the town hall meeting.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

While students discuss and debate, I will check with each group and monitor, checking for feedback and redirect or correct if there are lexis issues.

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