To provide fluency speaking practice in a conversation in the context of new laws and bans.
To provide accuracy speaking practice in a conversation in the context of expressing their opinions for or against something.
To provide deduction listening practice using a text about deciding on new laws in the context of animals and learning a foreign language.
Procedure (37-46 minutes)
1- T sticks pictures of a bullfight, a car going faster than the speed limit, ads that tell the truth, an animal hunter. 2- T asks the students to look at the pictures and think what message they get from them. T asks sts to discuss what laws they would like to make for them. 3- T collects their ideas and writes one question and one sentence on the board: a- Do any of these laws already exist in your country? b- Think of one argument against these laws. T asks the sts to discuss their ideas. 4- T gives feedback.
1- T tells the students that they will listen to two audios about different people's opinions on making laws. 2- T asks the students to listen carefully and find out what laws they want, why they want to make laws about them. They may take notes while listening. 3- After finishing the first audio about hunting animals for sport, T asks the sts some CCQs: -What does she want to make a law for? (hunting animals for sport) -Is she against killing animals in general? (no, she is against killing them just for fun) T makes a drill of the structure sentence and then writes it on the WB: I'm (not) against hunting. / I (don't) think it should be banned. 4- After the second audio, T asks the sts some CCQs: -What does she think should be compulsory? (to learn the language if you live in a foreign country) -Why does she think that it is compulsory? (because people who live there would find it nice when you speak in their language, you will be able to meet with new people, etc.) T makes a drill of the structure sentence and then writes it on the WB: It should be compulsory to... + Infinitive
1- T asks the students to look at the pictures on the WB and think about what laws they want to make for them. T gives three headings to include in the task: -your opinion -reasons -examples that support your opinion T gives an example so that they have a clearer idea for the task. T supports them to use the language structures on the board. 2- T asks them to talk about their thoughts with their partners. 3- T monitors and gives feedback.
1- T asks the students to work in pairs. One of the students will be a reporter and the other student will be a politician. T explains the students that the politicians will defend their new law (they may use their task completed in the previous stage) and the other student will prepare some questions about the new law. They are allowed to prepare the questions together in pairs. 2- Sts stand in front of the white board and make an interview as a fluent speaking activity. 3- T monitors and give feedback.
1- T asks sts if they know anything about the new law on online tv platforms in Turkey. If they don't, T gives an explanation. 2- T asks the sts to talk about the ban and the censorship that will be applied on these websites in pairs. 3- T asks their opinions, whether they agree with the law or not. 4- T gives feedback.
Teacher highlights some good language and some errors.