New lesson plan: Free-Speaking activity throughout ''The Bridge''

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Free-Speaking activity throughout ''The Bridge'' - Upper Intermediate-B2 level

Free-Speaking activity throughout ''The Bridge''
Upper Intermediate-B2 level

Description

In this lesson, students think and talk about their values via a reading text. The lesson starts with a chat about if they trust in their sense of judgement or not. Then they read a text called ''The Bridge'' just for gist. They try to remember the characters and the teacher writes them on the board to let themindividually put these in order according to the level of being guilty. The teacher gives useful language to set a model for them. Then they discuss their answers with a partner trying to convince each other and make a list they both agree. Then they try to convince other pairs. In turns, they roleplay the characters and the others ask questions while the ''guilty tries to defend himself. After hearing all the different opinions, they write their own personal decision about who was most and least to blame for the woman's death and compare with their first list. Finally they fill in a table of their first, second and third list.

Materials

reading text

A table chart

reading text

A table chart

Main Aims

To provide fluency speaking practice in a debate in the context of moral values

Subsidiary Aims

To provide practice of language used for defending or blaming someone in the context of guilty one for a woman's death

Procedure (40-45 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher asks students ; -What is moral value? -Do you think that moral values change from person to person or culture to culture? -Do you sometimes judge,defend or blame people for what they did as moral values may vary from person to person or culture to culture or up to the situation they are in Students discuss in groups.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students individually read a text just for gist and put the characters in an order from the most guilty to the least to blame for the woman's death.

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

The teacher asks them with which useful language they can blame or defend someone. She elicits and writes on WB. -It was his fault. -It was her own fault. -He/she was the most to blame. -He was innocent. -Everyone is responsible for his/her own actions. -He was only doing his job. -He/she shouldn't have done that. -If he/she had/hadn't done that, this wouldn't have happened.

Productive Task #1 (10-11 minutes) • To provide an opportunity to practice target productive skills

Students first make their own list from the most to the least to blame on the table the teacher gives then they try to convince their partner and make a list they both agree on. Then they try to convince other pairs. They fill the second list.

Productive Task #2 (11-11 minutes) • To provide an opportunity to practice target productive skills

Students in turns roleplay the characters and the others ask questions to him.(interview) They try to decide on the list of characters from the most to least guilty to blame.

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

Students write their own personal decision about who was the most and least to blame for the woman's death in the final list column. They see if they really were fair at the beginning and at the end. The teacher asks: -Why did you change your opinion? And what does it mean? Students think and discuss.