Karli Karli

Election
Upper-Intermediate level

Description

In this lesson students will practice verb forms while expressing certainty. Students will do so by first imagining the lives they might have on a fictional island and then looking at statements by two individuals that are running for president on this island. Students will practice the language before moving into breakout rooms to discuss which candidate they might vote for.

Materials

Abc Student Coursebook
Edit?usp=sharing?size=16&default=html TP 7 Certainty
Viewform?size=16&default=html TP 7 Task

Main Aims

  • To provide practice of expressing certainty in the context of elections

Subsidiary Aims

  • To provide accuracy speaking practice in a expressing certainty in the context of elections

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Students are divided into breakout rooms to discuss their imagined life on an island nation.

Open Class Feedback (2-3 minutes) • To allow teacher to check understanding & students to share feedback on task

Teacher elicits answers from the student about their imagined life on this fictional island.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students read statements made by two potential presidential candidates from this fictional island. Teacher will review statements with students and elicit pronunciation practice.

Useful Language (2-3 minutes) • To highlight and clarify useful language for coming productive tasks

Students complete a task regarding verb usage in statements about certainty.

Open Class Feedback (3-4 minutes) • To allow teacher to check understanding & students to share feedback on task

Teacher elicits answers for the task completed from the students and corrects the task with them.

Productive Task(s) (5-6 minutes) • To provide an opportunity to practice target productive skills

Students are divided into breakout rooms to discuss one of the fictional presidential candidates and the statements they have made.

Open Class Feedback (2-3 minutes) • To allow teacher to check understanding & students to share feedback on task

Teacher elicits answers from students regarding what they talked about in breakout rooms.

Productive Task(s) (5-6 minutes) • To provide an opportunity to practice target productive skills

Students are divided into breakout rooms to discuss one of the fictional presidential candidates and the statements they have made.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

Teacher highlights good use of the target language and goes over any misuse or mispronunciation with the class.

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