New lesson plan: Teaching Practice 6

Judy

Teaching Practice 6 - Intermediate level

Teaching Practice 6
Intermediate level

Description

The students have listened to a recording of an office debate in the previous session. They will begin by matching vocabulary from this recoding to the definition. I will select a sentence from the debate, check for meaning, and drill for pronunciation and fluency. They will complete sentences from the debate, reinforcing the use of the vocabulary in functional language in preparation for a group/ class debate. The context of the debate will be set. Students will read a newspaper article and debate the issue of CCTV in schools. They will

Materials

Vocab and definition matching

Functional lang sentences

Role play CCTV in school

Vocab and definition matching

Functional lang sentences

Role play CCTV in school

Main Aims

To provide fluency speaking practice in a debate in the context of CCTV in school

Subsidiary Aims

To understand and use functional language

Procedure (32-45 minutes)

Setting the context (3-5 minutes) • To set the context of arguing for and against an issue in a debate.

I will ask sts to think back to the previous lesson. What was the discussion about? Elicit arguments used for and against checking up on the people in the office.

Vocabulary definitions (M) (5-7 minutes) • To present vocabulary and some phrases needed in order to debate an issue.

Students will match words and phrases with definitions, working in pairs. Feedback will be through an answer key.

Developing fluency (F,P) (4-6 minutes) • To develop fluency using functional language

CCQs Drawback - is it a advantage or disadvantage? (advantage) Which word has the opposite of drawback? (benefit) I will use the phrase and elicit where the stress falls and remind students of modal verbs. We will drill the sentence for fluency. 'We should think a little more about the drawbacks / benefits'.

Controlled practice (5-7 minutes) • To practice the use of functional language

Students will complete sentences using functional language selecting the appropriate vocabulary from a choice of two words, individually. Peer check. FB answer key.

Role-play, production (15-20 minutes) • To produce arguments for and against introducing CCTV in schools, using functional language

The students will be put into groups of about 3 and allocated a role to play in the debate. Teachers and children will argue against CCTV, parents and local government representatives will argue in favour. Each group will decide on arguments and rank them. T will monitor for use of functional language. Groups will then be paired to refine arguments. Students will have class debate, and take a vote on the motion to introduce cameras. WC FB on use of functional language.