Naailah Naailah



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Main Aims

  • To develop accuracy in speaking practice related to expressing and responding to opinions in the context of crime punishment

Subsidiary Aims

  • To provide clarification and practice of punishment-related vocabulary in the context of rules and crimes


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

- T shows on PPT slide, a text about a crime and ask student to respond to 3 short questions. -T writes punishments in the middle of the board and draw a circle around it. -T elicit answers from students and do a mind map on the board -T feed in the mind map some vocabs (Death penalty, hanging, community service). -T gives feedback on the board to WC thru' PPT slide

Pre-teach vocabulary (5-6 minutes) • Pre-teach vocabulary so as to make the reading material more accessible to students

- T elicits vocabulary from students from visuals mainly -CCQs -Drill orally with SS -Write on WB -Stress

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

-Give the SS the article and let them read it for a few minutes -T Instructs Ss to think about a suitable punishment and what each person in the video think. -T play the DVD pausing after each conversation for students to discuss the questions in pairs, S-S -T gives feedback on WB (slide) to WC

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

-T instructs that Ss read two extracts from 2 conversations and order them the way they hear on the vide. -Video is again projected -Ss work individually on this task and after the video they peer-check -Feedback is given on the WB as a WC (PPT slide)

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

-T instructs student to work in pairs and write the phrases from both conversations in the respective column. -T monitor activity - T gives feedback on the board -T asks Ss to work in pairs: one student expresses his opinion and the other respond to the opinions, using the TL obtained from the previous stage. There are 5 scenarios, which will be distributed accordingly

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

-T gives feedback about the intonation used all throughout this activity -T uses key phrases from video

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