Evrem Evrem

B1+ level


This lesson is about education and it begins with a vocabulary focus which revises and extends sts knowledge of vocabulary related to education. This is followed a speaking activity where sts talk about their own education. Sts then listen to the account of a televised educational experiment where a well-known TV personality, who is a choirmaster and educator, went into a primary school for a term and attempted to improve the literacy level of the boys. Sts then have a debate on various topic related to education.


Abc Speaking topics (Debating a topic)
Abc Audio
Abc Photos
Abc Questionnaire
Abc Gap-fill handouts

Main Aims

  • To provide fluency speaking practice in a debate in the context of edcu

Subsidiary Aims

  • To provide review and practice of educational words and phrases in the context of education


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

T puts sts in pairs and writes 'SCHOOL SUBJECTS' on the board and give pairs three minutes to think as many subjects as they can. e.g. history, English etc. When time is up, T writes sts' ideas on the board and drill for their pronunciation.

Exposure (35-40 minutes) • To provide a model of the task and highlight useful words and phrases

Sts work in pairs and complete two different texts about the school system in the UK and the USA with words from the list. T elicits the answers and drill for the pronunciation. Get sts to tell you about the school system in their country. Then again, sts in pairs complete another texts with a verb from the list. T elicits the answers and drill for the pronunciation. In pairs sts interview their partner using the questionnaire and talk about their education. Where the sts have a chance to practice education vocabulary in a free-speaking activity T gets some whole class feedback at the end by finding out how many people like/liked/dont/didnt like their secondary school and what their best/worst subjects were. Sts focus on the two photos on the board and T elicits from sts what they can see. T tells sts that they are going to listen to a radio programme about Gareth's experiment. They must listen and answer 1-3 questions. Sts compare their answers. T elicits answers. T plays the audio again and sts complete the chart. Sts compare their answers and T elicits answers and find out st' opinions about how successful each activity was. Sts listen to hear how well Gareth did in the experiment. T asks with a show of hands if they think the boys' reading improved.

Task (20-25 minutes) • To provide an opportunity to practice target productive skills

T puts sts in small groups (three or four) and goes through the instructions and the discussion topics in the list. T gives sts time in their groups to each choose a different topic from the list and then focus on the debating a topic: organizing your ideas box and go through it with sts. T gives them five minutes to think of at least three reasons why they agree or disagree with the sentence they have chosen and to prepare what they are going to say. T walks around and help them with any vocabulary they need. Sts in each group now take turns to say whether they agree or disagree with the sentence they have chosen and why. The others should listen and at the end say if they agree or disagree with the student who introduced the topic and why. Finally, each group votes whether they agree or disagree.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

Each group plan to report their debates about each topic they argued and if they managed to convince the others in their groups.

Report (10-15 minutes) • To allow students to report on how they did the task and how it went

T gets feedback to find out who argued which topic in each group and if they managed to convince the others in their group.

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