English Lesson Planner | Maria Alina Polat - Make the right decision (medical)

Maria Alina POLAT

Maria Alina Polat - Make the right decision (medical) - speaking - Upper-intermediate level

Maria Alina Polat - Make the right decision (medical) - speaking
Upper-intermediate level

Description

In this lesson students will be focused to have a dialog based on some texts about taking the right decision in different medical situation. They will bring arguments to support their opinions. Listening to a conversation and guessing which text reffers to, and reading those text are other activities they will be involved in.

Materials

Slide

cut ups

Slide

cut ups

Main Aims

To provide fluency and accuracy in using the target language, instil them to conversate and express their opinions and support them with arguments

Subsidiary Aims

To provide clarification and practice in gist reading and listening using the texts about taking decisions in deliate situations

Procedure (38-46 minutes)

Stage 1 - Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher introduces herself and check that she knows the students names. Teacher remindes them of the convesation they had in the first lesson. After that she will show some picture with the projector. What do you see in the pictures? Can you guess what it is about? Teacher asks them to talk to their partner what the pictures might be about. Then they will say their opinions (as a feedback)

Stage 2 - Pre-teach the vocabulary (6-7 minutes) • To provide a correct understanding of the vocabulary from in coming tasks through reading/listening

Teacher asks students to make three groups of four students each. Then the teacher gives the instructions: Match the words with their meaning. Different colors cut ups will be given to each group to match them. Each group will check to see what the other group has done. The whole class feedback will be done on the board but, at the same time some small papers with the correct answer will be handed to them. The teacher does chorall drilling of the target workds.

Stage 3 - Gist reading and listening for detail (13-15 minutes) • To highlight and clarify useful language for coming productive tasks

Before giving the handout to the students, the teacher gives the instructions for the task: Let's see what it is in the following texts about? What is the dilemma? After reading the texts, students will talk to their partner about what the dilemma is, then the teacher does the whole class feed back. The next task is a listening one. Teacher gives the following task: Listen to the people discussing one of the cases and answer the questions (write on a piece of paper the arguments that you hear): a) Which case are they discussing? b) What are the main arguments for and against? If necessary, the record will be played two times. The students will check in pair their answers than the whole class feedback will be done.

Stage 4 - Productive Task - Speaking (14-16 minutes) • To provide an opportunity to practice target productive skills and express their own opinions

The teacher separates the students in three groups of three or four students each. Name a colour for each student: red, yellow, green,. The red ones make group 1, the yellow ones, group 2, the green ones are group 3. Task: Look at the questions at the end of each case tell your opinion. Bring argument for and against. There should be about three - four arguments for each. Then the students will change the groups to check what they have discussed with their own group. Then the whole class feedback.

Stage 5 - Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

The teacher does the delayed error correction (by using different error correction methods) for possible mistakes which they may have made during their discussions. For most of the errors the correction will be elicited.