Upper Intermediate level
Reading in the context of famous public speakers' quotes.
Speaking in the context of public speaking.
Practicing sentence stress, intonation, and pauses in the context of famous quotes.
Procedure (39-50 minutes)
The students are divided into two teams. Team 1 gets names of famous public speakers around the world on separate slips of paper. Team 2 gets brief definitions/brief descriptions of these public speakers on separate slips of paper. The students are asked to stand up and go around the class to find their matches. The teacher gives directions, distributes materials, and then monitors the activity and offers assistance as needed. The teacher asks the students who find their matches to stand on one side of the room to make it easier for the rest to accomplish the task. Once done, the teacher takes feedback by asking the students to read the combinations out loud. The students go back tot heir seats and are given a set of general questions about the public speakers in the matching exercise. The students answer the questions in groups of 3.
The students watch a 3-minute video of a Barack Obama speech. Before watching, they are given a set of questions on the main theme and characteristics of the speech so they watch and listen fro a clear purpose. After the video, the students speak in pairs to answer the provided questions. Students watch again if they need to. The teacher asks the class for what they think the reading will be about.
The teacher elicits words from the students, drills them, and then writes them on the right-hand side of the WB. The words include: quote, priority, sin, slum, cynicism, creed, and doubt.
The students work in pairs to match the quotation halves. The teacher adapts the material by cutting up the reading into slips which the students have to put together. The teacher provides answer keys to pairs and asks them to check their answers.
The students are asked to read the text again and decide which two they like the most. Then they work in groups of 3 to tell each other about and to justify their preferences. Note: Students should read the quotations from the answer key and NOT from the paper slips!
Before listening, the teacher writes a model quote on the WB and drills it for stress, pauses and intonation. Students listen to and simultaneously read the quotes and pay attention to stress, pauses and Intonation. The teacher asks the students to read their favorite quotes in pairs and pay attention to stress, pauses, and intonation.
The students work in groups to orally answer a set of questions provided by the teacher. The teacher closely monitors the group work, encourages discussions, and asks early finishers follow-up questions based on the discussion.