New lesson plan: Superstitions vs. Science

Bilgen Cesmecioglu

Superstitions vs. Science - B1 level

Superstitions vs. Science
B1 level

Description

In this lesson, I am going to introduce the topic by doing a video activity. The Ss will be discussing the different countries and their weird superstitions. Then the Ss will have to discuss how to express their opinions. The debate subject is going to be introduced after the scaffolding and the Ss will be doing all the discussion in pairs.

Materials

Science vs. Superstition Video

Back-up Video

Useful Language

Science vs. Superstition Video

Back-up Video

Useful Language

Main Aims

To provide fluency speaking practice in a debate in the context of superstitions vs. science

Subsidiary Aims

To provide review of expressing opinions, agreeing and disagreeing in the context of superstitions vs. science

Procedure (40-52 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Ss discuss in pairs the photos on the board. Ss get a general idea of the context.

Exposure (6-8 minutes) • To provide a discussion topic for the coming tasks through listening/watching a video

T tells Ss that they are going to watch a video. The task is to find a proper title for the video. Ss need to get the gist of the video. Before the video the noun "old wives tale" is going to be elicited by showing some examples. Ss may be familiar with the term as it is also in their culture. Ss' possible answer may be science vs superstition - if not, T suggests that idea to create a natural topic starter for their debate.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss discuss in pairs to create a mind map both about science and superstition. They go and write their ideas on the board. T reminds them to have a look and remember the words to use later. Ss discuss in groups/pairs (depending on the number of the Ss) 1. how to express their point of views 2. how to agree 3. how to disagree for two minutes. Then, the Ss as a pair, give their ideas. T shows a ppt of the suggested answers.

Productive Task (13-15 minutes) • To provide an opportunity to practice target productive skills

The Ss are divided into pairs. The teacher gives each student topic to discuss for five minutes. Then the Ss change roles (Science becomes Superstition and Superstition becomes Science) discuss for five more minutes. Finally Ss discuss about their own ideas. T reminds them to use the useful language on the ppt.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

As the T monitors, T takes notes and writes the mistakes to be corrected. DEC is given at the end of the lesson.

Back-up (8-10 minutes) • To provide a discussion topic for different and weird superstitions through listening/watching a video

T gives the task as: Watch the video, are there any similar superstitions in Turkey? If so, what are they? Discuss about the traditions in Turkey. T tells Ss to make up a silly/weird superstition with their partner.