Maryam Maryam

speaking-debate
upper-intermediate level

Description

In this lesson, Ss practice speaking in the context of making arguments. Ss have a listening task that gives them a model of debate, then they learn some expressions used for making arguments. Ss have a free practice of speaking which gives them an opportunity to be in favor of or against the motion and support their points of view.

Materials

Abc g
Abc exercise 5
Abc audio 12.11
Abc exercise 2
Abc exercise 1
Abc Presentation Slides

Main Aims

  • For Ss to practice speaking in the context of debate

Subsidiary Aims

  • For Ss to use the expressions in the context of debate

Procedure

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

-T writes questions on the board and asks Ss to read them on their own -T puts Ss into groups and asks them to discuss the questions, T emphasizes that Ss give their points of view and it is not necessary that they agree. -Ss discuss, T monitors -T elicits some ideas from Ss

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through listening

-T asks students to listen to an audio about a conversation between four managers of a company discussing the idea of a 4-day week in their company -T writes questions on the board and asks Ss to answer them while listening -T plays the audio, Ss listen -T elicits answers from Ss -T shows the answer key

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

-T asks Ss to read some parts of the conversation of the audio on their own and match the expressions in bold with their definitions -Ss do the matching exercise, T monitors -T puts Ss into groups and asks them to check their answers together -Ss check the answers, T monitors -T elicits answers from Ss -T shows the answer key

Productive Task (18-20 minutes) • To provide an opportunity to practice speaking

-T writes a motion for a debate on the board and Ss to read it on their own -T divides Ss into two groups, one in favor of and one against the motion -T puts Ss into groups and asks Ss to: make points they want to give to support their views put their points in a logical order decide which points each of them will be making use the expressions from the lesson to present their ideas -Ss make notes, T monitors and helps as necessary -T tells the rules for debate only one person from the supporters speak, then only one person from opponents respond raise your hand when you want to speak don't interrupt the speaker -T asks one group to argue in favor of the motion, then another group to oppose it -Ss argue, T monitors

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

-When each group present their ideas, T asks if anyone has further points to make -T asks Ss if they change their mind as a result of the debate -T praises good uses of the expressions from the lesson and does any necessary error correction.

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