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In this lesson the students will learn vocabulary related with rules and freedom. They will have activities in order to practice their speaking skills (for fluency) and express their opinion about hunting, downloading music, etc. and other "misdemeanours". This will also be the context they will deal with. First, as a lead in, I will show them pictures of "minor crimes" (at least, they are considered minor crimes in some countries) and ask them to name these activities. After that I will pre-teach-elicit some words. They will then express their opinion in pairs. Then, as a group, they will debate 2 or 3 of these topics as a group (depending on the time that is left) I will then do some error correction.


Abc jumbled sentences cut-out's
Abc cut-out's - 5 .. useful language
Abc hand-out - 5 useful language ANSWER KEY
Abc lead in - google images
Abc hand - out : 8 activities
Abc jumbled sentences cut-out's ANSWER KEY

Main Aims

  • To elicit-pre teach, refresh vocabulary related to rules, freedom, expressing your opinion

Subsidiary Aims

  • To provide fluency speaking practice in a debate in which the students can express their opinion


Warmer/Lead-in free speeking activity about pictures (brainstorming) (3-5 minutes) • To set lesson context (rules and freedom) and engage students

I will give divide the students into 3 groups and show them the pictures. I will ask them to talk about them "freely" : ideas, activities, legal vs ilegal (brainstorming) . The aim is to engage the students and get their attention.

new vocabulary : eliciting , CQQ and drilling (8-10 minutes) • To prepare the students for the debate and refresh their vocabulary

I will pre-teach the following words that the students might not know. I will elicit the answers from the students and also use the images as a visual aid. E C D W Compulsory Eliciting: I will ask if Turkish men have to go to the military service or up to what age children have to school in Turkey. These things are .. compulsory.. ? what else is compulsory? CCQ: can you decide if you want to do it? No If you do not do it, will you be in trouble? Yes to hunt Eliciting: I m a big animal lover and I don’t think animals should be killed for pleasure / sport. What do you call it when somebody shots a bird, for example? Is hunting legal in Turkey? CCQ: Do the animals die? Yes. Will you eat them? Probably not Can hunting be a hobby? Yes. To ban Eliciting: I live in Spain and in 2011 it was made illegal to smoke in bars. It was not allowed any more. What do you call it when politicians say you are not allowed to do something? Is smoking banned in public places in Turkey? What else in banned in Turkey ? (downloading music) CCQ: Would it be against the law, rules to do something that is banned? Yes. Should you still do something that has been banned? No. A fine Eliciting: I have a driving license but I don’t like driving. I have not driven in years. My brother loves driving, he has a BMW. He loves driving really fast and sometimes the police catches him and he gets a speeding ticket. When you have to pay money because you did something illegal, you also call this:…. A fine! Did you ever get a fine? CCQ: When you get a fine, did you do something wrong? Yes. Do you have to pay money? Yes. BACKCHAINING DRILLING: He received a fine for illegal hunting. A capital punishment Eliciting: When you do something illegal, like stealing a car, you will go to jail. Going to jail or paying a fine.. what do you call that? Those are .. punishments.. When somebody does something really bad, like killing several people or abusing a child, in some states in the USA he might get the capital punishment. He will be punished with death. Does the capital punishment exist in Turkey? CCQ: Could somebody receive the capital punishment for stealing? No. Let’s drop it: Eliciting: two friends are having an argument.. one wants to stop talking about this and says: …. (gesture: I will drop sth) CCQ: Does it mean that he wants to change the subject? Yes. Does he want to talk about something else? Yes

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

I will give the cut-outs to the students and in groups they have to decide which expressions mean: "I agree" and which ones mean: "I disagree" or "let's change the subject", with which expressions you can ask for somebody's opinion, etc. I will also ask them which expressions are weak or strong or colloquial. We will do 1 example together. Afterwards they will get the answer key.

Productive Task(s) - speaking for fluency (4-5 minutes) • To provide an opportunity to practice target productive skills (speaking for fluency) and practice the new words.

The students will decide whether they agree on the statements or not. They will do this in pairs. By using the words I have elicited before, they will refresh this vocabulary and practice it, in order to become more fluent.

Productive Task(s) - speaking for fluency, debate (8-11 minutes) • To provide an opportunity to practice target productive skills (speaking for fluency). They will practice the new words and express their (dis-)agreement.

I will ask the students to choose 2 or 3 topics and start a debate on them in their group. They will discuss and practice their speaking skills. I will also ask them to use the "useful language" in order to express agreement or disagreement. They will become more fluent and practice the news words in these debates.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

I will monitor the debates and write down the mistakes that I have heard. I will write them on the WB and the students will correct them themselves.

Optional activity: Unjumbling sentences activity (4-5 minutes) • to use the words in context and practice them

Optional activity: I will give the cut-out's to the students. They will work in pairs and unjumble the sentences. I will give them an example and ask them to compare with their peers. Later I will also give them an answer-key

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