Francesca Silvano Francesca Silvano

Pre-Intermediate level


Main Aims

  • To introduce and provide practice of speaking for fluency in the context of having a debate about a relevant issue (living in the city vs. living in the countryside).

Subsidiary Aims

  • To provide review, practice and clarification of vocabulary related to life in the city and life in the countryside in the context of debate and expression of preference.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Have a lead in to set up T introduces the topic. “Today we will practice engaging in a debate". T shares Google presentation link in the Zoom chat and makes sure all Ss can open the presentation. T shares the screen, then continues. “Before we begin, I would like you to look at the two pictures, and take note of what you see. Is what you see enjoyable? Which picture attracts you the most and why? You have 2 minutes to reflect on these questions". T nominates students to share answers the questions during OCFB.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T instructs Ss to move on to the next slide of the presentation, then shares the screen. “You will now quicky read this text. It's a debate about life in the city vs. life in the countryside. As you are reading, focus on the two sides of the debate, and think about the following questions, but don't write down the answers, just keep them in mind: 1) Where does Jack prefer to live, and why? 2) Where does Kate prefer to live, and why? You have three minutes. ICQs: Are you reading for general ideas or for detail? Are you writing or just reflecting? T nominates students to share answers during OCFB.

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

Brief overview of MAFP. T shares the screen to guide students to a discovery of meaning, appropriacy, form and pronunciation of phrases used for debates (please see language analysis sheet). “Now let’s discover meaning, appropriacy, form and pronunciation of a few phrases that we can when engaging in a debate".

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

T shares the screen and continues. “Now let's return to slide one for inspiration. We will use breakout rooms to conduct a debate on living in the city vs. living in the countryside. You will switch group three times, but keep supporting your views and make your points even stronger each time. Be sure to use the following phrases for your debate: - To react to comments: I agree / I don’t agree - To interrupt/ask to talk: Excuse me, may I have a word? / Can I say something? - To elaborate on ideas: The fact is that… / On the contrary… - To ask for clarification: Would you mind repeating what you said / Can you repeat what you said ICQs: Are you going to be writing or just speaking? Is it a plain conversation or a debate?" T sends Ss to breakout rooms to conduct the debate. Groups will switch three times to allow for more speaking practice. T monitors the groups closely and takes notes on any areas of confusion in MAFP and within the context. Ss return to the main room. T nominates students to review answers during OCFB.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Ss return to the main room. T shares a Jamboard link in the Zoom chat and makes sure all Ss can open it. Ss use the sticky note feature to write their name by their preferred scenario: life in the city vs. life in the countryside. T provides Ss with feedback on content and/or language based on the monitoring of the task. T thanks Ss for their time and hard work, and says goodbye.

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