Marcin Marcin

Agreeing and disagreeing
Pre-Intermediate level

Materials

Abc Freer Practice
Abc Controlled Practice
Abc Presentation
Abc Exercise 4 p.36
Abc Exercise 3 p.36
Abc Exercise 1.1 p. 36
Abc Audio material

Main Aims

  • To provide clarification and practice of language used for agreeing and disagreeing in the context of eduction

Subsidiary Aims

  • To provide clarification of language used for asking opinions in the free context

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students in the subject of education.

T welcomes the students and provides a short story about his student loan. T sends the link to the presentation and provides two questions: 1. Are schools free in your country? 2. How much do they cost? T tells the students they will work in Breakout Rooms for about 2 minutes. SS work in Breakout Rooms finding answers for the questions above. T discusses the answers with the students for about a minute.

Exposure of the TL through the listening text. (9-10 minutes) • To provide context for the target language through a text or situation

T shows three pictures and asks the students to guess what the text is going to be about. The pictures show people having dinner, people exchanging opinions and books. S compare their answers via private messages with their partners. They have one minute. T sends a link [https://docs.google.com/forms/d/e/1FAIpQLSeaqTrBQnXxtOjjHDxzopwFRxd1wFRvX9qTVAiy9GhzRgjYXA/viewform] to the Google Forms statements. The exercise is True or False, based on the audio. T gives instructions to do the task individually and, before sending the results, compare their answers with their peers via private messages. ICQ: Do we send the answers right away or first we compare them with our partners? We compare the answers, then send them. T plays the audio and S have to fill in the form individually. S check their answers with their peers via private messages. They have 2 minutes. Then, they send their answers. T shows the slide with the answers and provides an OCFB.

Clarification of the target language. (10-12 minutes) • To clarify the meaning, form, pronunciation and appropriacy of the target language.

T proceeds to MFPA stage using Guided Discovery tasks. T shows the slide with expressions in the box. Available items: Do you agree with Amy?; Do you think that we should pay for schools?; Yes, definitely; No, definitely not; Yes, I think so; I agree with Amy; I don't agree that education should be free. S have to group the items into the table with Asking for opinions, Agreeing, Disagreeing rubrics. This way they find out the meaning. They answer by being nominated by the teacher. Every person should have a chance to answer. Answers: Asking for opinions: Do you agree with Amy? Do you think that we should pay for schools? Agreeing: Yes, definitely; Yes, I think so; I agree with Amy. Disagreeing: No, definitely not; I don't agree that education should be free. T moves to the Form part of the MFPA. S have to figure out whether we use a person or an opinion after: Do you agree with/that +___. S have to guess what parts of the examples from the presentation are fixed expression and which are variables. T nominates every student during this GD task. Monitoring the understanding. T moves to the Pronunciation of the MFPA. T shows examples of affirmative sentences and a question. Based on the examples provided, S have to follow the pattern and find the sentence stress in both, as well as their intonations. Examples: Do you think that education should be free? Yes, definitely! Yes, I agree with Amy. Yes, I agree that education should be free. T provides the linkage between certain words. T moves to the Appropriacy of the MFPA. T presents and uses cline. S have to place the phrases from the lesson from the most informal to the most formal ones.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

T gives the link [https://docs.google.com/document/d/1Fnfe6sO9RmxZemAffuT2avkMtqpttrrPZbQPJsUEfLA/edit?usp=sharing] to the students through the chat. T explains the idea of the exercise and provides the first example. S work individually on the answers for about 4 minutes. They fill the gaps with the words from the box using the TL. The sentences: Mat: ___Do you think that___ education should be free for everyone, James? James: _____________. Everybody should enjoy studying for free. Mat: Michael, ___________ with James? Michael: ___________! Everybody should be studying without charges. Education should be free. Mat: What if richer people paid more than the poor? James: No, _______________ it is a good idea. Michael: Exactly! ______________ with James. ___________ everybody should be equal. Mat: Oh no! ____________! That is the stupidest idea I have ever heard. Answers: Yes, I think so. Do you agree. Yes, definitely. I don't agree that. I agree with. I think that. Definitely not. S compare their answers in pairs via private messages. They have 2 minutes T provides the answers and conducts OCFB.

Free Practice (7-10 minutes) • To provide students with free practice of the target language

T moves on to the last slide of the presentation. T provides the question for the discussion: Education should be free for everyone. T divides the class into two groups and assigns them to the Breakout Rooms. Ss discuss in groups (G1) why education should be free and (G2) why it shouldn't. They have 2 to 3 minutes. Ss present their arguments in the forum of the class and try to convince the teacher why their opinions are more valid. The discussion takes 3 to 4 minutes. T expresses his opinion on which group he believed more and conducts Delayed Error Correction with the most visible errors from the lesson.

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