Paul B. Paul B.

Giving Opinions - Functional Language
B2 level

Description

This lesson is focused on developing speaking skills through the topic of children and cell phones and which generation had it the toughest. They will be presented with new lexical agreeing/disagreeing phrases along with convincing phrases. They will then present their opinions and try to convince others of their own opinions.

Materials

Abc Zoom
Abc Google Slides
Abc Google Jamboard
Abc Google Forms
Abc Google Docs

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of children owning cell phones and which generation had it toughest.

Subsidiary Aims

  • To provide gist reading practice using a text about opinions and convincing statements in the context of choosing where to live and work

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Introduce the lesson by giving students a would you rather questions. For example, 'would you rather have a dog or a cat,' and 'would you rather give up beans or rice for the rest of your life?' This will activate their scheme of agreeing and disagreeing phrases and explaining why they would choose one over the other. Topics are relateable since some of them have a liking towards cats and are from Latin America which rice and beans are usually common food in their diets.

Exposure to Text (6-7 minutes) • To provide context for the target language through a text or situation

ST's will be introduced to the topic of opinions by a text dialogue between two friends. One friend needs advice about choosing between living and working in Los Angeles, California, or Zurich, Switzerland. (1 min) Give them questions on Jamboard about the conversation to make sure they understood the text for gist. (3 min) 1. Did Joe like Switzerland more or Los Angeles? Switzerland 2. Was Joe trying to convince Martha? Yes 3. Was Martha convinced at the end of the conversation? Yes OCFB to answer questions (2 min)

Clarification (9-11 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: The T will present a Google Form activity to the SS's which will include some statements from the conversational text. They will have to rate the phrase from a scale of, "completely disagreeing, politely disagreeing, neutral, partially agreeing, and completely agreeing." Form: There will also be a question regarding which sentences makes the most sense. Example: "I will make that a good point to you about not traveling right now." wrong statement. "Personally, I think we should travel next week instead." Correct statement. They will then be asked "Which sentences make the most sense? (more than one answer)" SS's will be asked to work in groups for this task (4 - 5 min) T will conduct OCFB and elicit responses from SS to talk about their findings. CCQ's will be used to check for understanding. (2 - 3 min) T will then conduct modeling and drilling in Pronunciation. (3 min)

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

T will present a Google Forms activity to match statements to the correct opinion/convincing response. (1 min) ST's will then be asked to do this individually (2 min) ST's will then compare answers in breaker rooms (2 - 3 min) OCFB (3 min)

Freer Practice (12-12 minutes) • To provide students with free practice of the target language by speaking with their peers

T will then present a Jamboard slide which will have two topics on it. They will be asked to share their opinions on it in breaker rooms. 1. Should children have cell phones? Why or why not? What age is appropriate? 2. Which generation had it tougher? Baby-boomers, Generation X, Millennials, Gen Z. Topic 1 will be discussed first (4 min) OCFB afterwards to share their opinions and what they found out about their peers. (2 min) Topic 2 will be discussed afterwards (4 min) OCFB afterwards to share their opinions and what they found out about their peers. (2 min)

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

This feedback section will focus on DEC of students' observed speech.

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