To provide practice of language used for clarifying opinions and supporting examples in the context of qualifications versus life experience and intelligence.
To provide gist listening practice using a text about intelligent people in the context of intelligence versus qualifications.
To provide detailed listening practice using a text about intelligent people in the context of intelligence versus qualifications.
To provide fluency speaking practice in a debate in the context of intelligence versus qualifications.
Procedure (33-45 minutes)
The teacher will show the students a picture of Steve Jobs and ask them some questions about him. Who is he? (Steve Jobs) What do you know about him? (He is the founder of Apple Mackintosh) Is he successful? (Yes) Does he have qualifications? (No) Is he intelligent and experienced? (Yes)
The teacher will ask the students to listen to a record and answer the question "What do they talk about?" (Intelligent people). Then, the teacher will give them the feedback.
The teacher will ask the students to listen to the record one more time to answer some questions: 1- Why does the man think the boy from Egypt is intelligent? (He thinks so because the boy can sell you many things in 15 languages although he didn't learn these language in a school). 2- Why does the woman think her two friend are intelligent? What did/ do they do? (She thinks they are intelligent because one of them built his own house although he didn't study how to do that and the other takes some old car parts and makes new cars from them although he doesn't have any qualifications, too). Then, the teacher will let them check their answers in pairs before he gives them the feedback in an answer key. The teacher will use some ICQs after giving the instructions like: 1- Are you going to answer individually or with a partner? (Individually) 2- Are you going to write your answers? (Yes)
Discover: ( 4-6 minutes) The students will discover how to express their opinions and support them with examples through a practice that asks them to fill the gaps in a context of a conversation with the proper expressions. The students will do this practice in pairs before the compare their answers in groups. Then the teacher will give them the answer in an answer key.
The students will be asked to match the phrases to their categories. They will have to choose whether the expression is for giving opinion or giving examples. After they do it individually, they will compare their answers in pairs and then they will be given the feedback orally.
Drilling: (5-7 minutes) The teacher will drill (chorally and individually) the new phrases (The reason I say.., For me.. , In my view.. , I do think.., I must say.., For example.., For one thing.., and Let me give you another example..) and then the teacher will elicit from the students the stress positions. Writing: (2 minutes) After the teacher elicits the stress positions, he will write them on the board and will also define the parts where the linking takes place.
The teacher will draw a scale and write (qualifications and certificates) on one side and (experience and intelligence) on the other side, and then the teacher will ask the students to talk about which side they think is more important for a successful life. The students will use the taught expressions to express their opinions and give examples. The teacher will monitor and take some notes to give a delayed feedback.