ali ali

productive skill; Speaking
intermediate B1 level


In this lesson, SS will practice a productive skill of speaking in the context of Rights and Freedom. Students will review useful language to prepare them for the task and will be provided with a number of controversial statements to discuss and debate on through communicative activities.


Abc New Cutting Edge, Module 11. Pg 117, Pearson Longman. 2005)

Main Aims

  • To provide fluency speaking practice in a debate in the context of controversial topics.

Subsidiary Aims

  • To provide clarification of vocabulary in the context of rules, rights, and freedom.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students and pre teach vocabulary.

1- T shows pictures of different issues and talks about one of them with the whole class. 2- T asks SS to discuss the rest of the issues on the pictures in pair work. 3- T asks "What do we call these issues?" T elicits "Controversial (adj)" from SS. Meaning: a controversial subject, opinion or decision is one that people disagree or do not approve of. 4- Whole class Feedback. 5- T goes through each picture and elicits " terminally ill, to be banned, to smack".(ECDW) (MFP).

Exposure (5-7 minutes) • To concept check and prepare students for more meaningful practice of using adjectives.

1- T asks SS to read 7 controversial statements individually first for 2 minutes to: put a: tick for agree, X for disagree, ? for not sure or no opinion, * for interested and _____ cross out if you don't want it discussed. 2- ICQ: tick for? X for ? (?) for? * for? What do you do If you don't want to discuss a statement? cross it out. 3- SS discuss in pairs for 2 minutes. 4- T monitors to check their progress. 5- Whole class feedback.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks.

1- T shows and explains a mix of functions on the screen to SS to use at different stages in their discussion. 2- SS work individually first to decide when they should use them. 3- T provides three boxes; EXPRESSING YOUR OPINIONS, AGREEING AND DISAGREEING, PRESENTING THE VIEWS OF YOUR GROUP 4- SS put THE FUNCTIONS in the correct box. 5- T goes through some of them with students and provides practice. 6-T shows USEFUL LANGUAGE TO EACH STUDENT for written record.

Productive Task(1) (10-12 minutes) • To provide an opportunity to practice target productive skills

1- T asks SS to choose at least 3 topics they would like to discuss in their group. 2- T asks them to think about their own opinions individually first on these 3 statements and plan how to present and express them on their own in 2 minutes. 3- Once they are ready, move on to the next stage. Mix them up and form 2 groups. 4- T asks SS to work in their group, discuss their views on each statement. Do you agree or not and why? Give reasons for your views! in 5 minutes. 5- If they finish early ask them to move onto the other issues. 6- T points their attention to USEFUL. LANGUAGE, and asks them to use a and b at this stage. 7- T monitors throughout, helping/prompting when needed and noting any errors for delayed error correction. 8- T nominates SS to provide an overview of some opinions discussed.

Speaking for fluency (10-12 minutes) • To provide practice with speaking for fluency in a debate.

1- T shows USEFUL LANGUAGE section c. 2- T asks SSto summarise their views on the topics discussed and present their group’s views to the other group; Do they agree or disagree? Why? Debate. 3- T Monitors and take notes for later error correction.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

- T provides feedback and delayed error correction using notes made during the debate.

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