To provide fluency speaking practice in a debate in the context of books and censorship
To provide review and practice of language used for making a point in the context of b
To provide gist, scan and inference in the context of books and censorship
Procedure (43-82 minutes)
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.
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.
T recaps the FL of making a point on the board or ss do ex. 2 p.36 in WB
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 .
T gives content feedback then writes down her comments or mistakes on the board to discuss with the sts.