Mayar Ahmed Mayar Ahmed

Session 3.2
E4 level

Description

In this lesson, Sts practice debating a certain topic recycling FL that they have studied in the previous session and read for gist, specific info and to guess the meanings of expression based on the context.

Materials

No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a debate in the context of books and censorship

Subsidiary Aims

  • To provide gist, scan and inference in the context of books and censorship
  • To provide review and practice of language used for making a point in the context of b

Procedure

Warmer/Lead-in (5-15 minutes) • To set lesson context and engage students

T shows ss some book covers in grps and ask ss to guess which genre this is and what the story could be about. Ss in small grps write a synopsis about each of the book covers they are given then share their ideas with the class. T gives content feedback.

Exposure (8-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

T asks sts to read the text in Wb p.11 to do ex.1B. Pair checking then global feedback. Then ss do ex. 2, pair checking then global feedback then global feedback. Then s do ex. 3, pair checking then global feedback then global feedback. T then asks ss to discuss if any of these books would cause any type of stir or prejudices in our society or culture and what kinds of books might could cause problems in Egypt.

Useful Language (4-7 minutes) • To highlight and clarify useful language for coming productive tasks

T recaps the FL of making a point on the board or ss do ex. 2 p.36 in WB

Productive Task(s) (18-35 minutes) • To provide an opportunity to practice target productive skills

T writes the following motion on the board "The government should censor books and any audiovisual material they choose based on some criteria". T puts ss in grps of 6 maximum and assign roles (for vs against) T allows ten minutes silent time for individual brainstorming – ss should write points in their notes. Tell them to use key words rather than full sentences. They can use the internet to do their research. 10-15 mins: for and against group discussion to decide on the following: Definition (including criteria or model if necessary) Team line and what you are setting out to prove Which arguments you are running, how you are bunching them together and what they will be called Division of speeches and order of arguments The supporting ideas should be:Example: from your own experience or from what you heard or read. Common Sense: things that you believe everybody knows. Expert Opinion: the opinions of experts -- this comes from research. Statistics: numbers -- this also comes from research T tells sts that each debate grp should set their stopwatch at their table at 10 mins and gives the green light to all grps to start. Note that if the class is small, then one grp can debate and the other can watch, take notes and give feedback to the debating grp after they finish. If the class is big, then all grps can debate at the same time while T monitors .

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T gives content feedback then writes down her comments or mistakes on the board to discuss with the sts.

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