For students to understand the target language of persuasion and practice speaking for fluency.
For students to practice listening for gist/detailed information in the context of persuading people.
Procedure (39-50 minutes)
_In a GW, Ss will make a list of the things that they wanted to do/ have as a teenager, but their parents didn't let them. _ T monitors and gives FB.
_T elicits the correct collections with some examples of incorrect ones. --> can I say powerful coffee? (No, strong coffee) can I say high tree? (No, tall tree) Can I say large mistake? (big/huge mistake) _T explained the meaning of collocations. _Ss then will engage in an activity from the SB to find the correct collocation. _T shows a picture from the activity and put the Ss in Pw to talk about them. _T monitored and gives FB.
_T explains the meaning if phone-in with the help of pictures. _T gives direction for students to what to do in the listening task and asks ICQs. _Ss listen and answer the questions. _T shows the AK.
_T gives direction for the task and ask ICQs.--> How many parents did you hear in the audio? Are you going to write about their problems? What about the DJ? _Ss listen to the audio one more time and make a list of problems and solutions they hear. _T gets FB from the Ss _T provides the AK. _T puts students in PW to talk about if they agree with the DJ or not? _T monitored and gives FB.
_T shows activity from the book and asks Ss to match the examples together. _T elicits the meaning and pronunciation of persuading. _Ss do a filling gap activity. _T gets FB from the Ss. _Ss will listen to some parts of the listening, and T drills the sentences.
_T sets up a role play, students A will be a parent with a problematic child, and student B will be a radio DJ giving advice and persuading parents to do what (s)he says. _T puts the Ss in pairs _Ss engage in conversations. _T monitored. _T gives FB to the whole class and writes their mistakes on the board. _T praises the Ss.