New lesson plan: Money Matters Speaking

Linda Eibner

Money Matters Speaking - Intermediate level

Money Matters Speaking
Intermediate level

Description

In this lesson, students will discuss their attitudes towards people suffering from social problems,such as homelessness, found in cities. Students will then make group decisions on which local charities should receive municipal funding, and which should not, and defend their decisions.

Materials

video clip; teacher-made handout

video clip; teacher-made handout

Main Aims

To provide a simulation that will entice students to express and support their opinions, lower their affective barriers to speaking in English, and to help them develop fluency in speaking by focusing on the message and not the forms.

Subsidiary Aims

To provide a context in which students may use certain exponents that the task suggests.

Procedure (38-45 minutes)

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

T will play 2 min. worth of clips from a social experiment video in which an actor pretends to be an abandoned child on a bustling city street. The clips show the reactions of passerbys.

preparing to speak (7-10 minutes) • to provide students with further opportunity to activate their schemata and more deeply analyse their attitudes to those less fortunate

T will separate Ss into groups of (3 or) 4 and ask for PW. T will show worksheet, indicate the fold line, and model the discussion task with a S. CCQ - Speaking or writing? (S) Will you read the qs first? (yes) Why? (to make sure understand) Ss will discuss the Qs. T will monitor for comprehension and any common language problems.

useful language (7 minutes) • to draw students attention to some useful language without belaboring the point

T will indicate the set of 18 exponents (expressions) used to opine, elicit another's opinion, disagree and persuade. T will ask Ss to place in box where think belong. T monitors. T will quickly say each sentence and ask Ss to mark the stress and intonation. T will do an example on the board. Ss will repeat each sentence.

Speaking task (10-15 minutes) • to provide Ss an opportunity to state and then support their opinions and try to persuade others to their point of view; to focus Ss on the message and not the form; to provide a setting for building fluency

T will ask Ss to read the scenario and then CCQ: What is the situation? Who are you? Who wants money? How many charities can receive funding? Who will decide? Then Ss will begin and T will monitor closely. When the three choices have been made with reasons, T will instruct pairs to practice telling their information.

Speaking task part 2 (10-12 minutes) • to explain your group's choices and try to persuade the others.

T will explain that now each Ss must explain and persuade the others that their choices are the best. T will ask each group to count off, e.g. a, b, c, d, and form new groups. As will start, and will have 2 minutes. Then b, c, d. T monitors.

FB/wrap-up (2-4 minutes) • to conclude the activity and provide and language or content feedback/ to provide a quick summary of the most popular choices and reasons

T will indicate any common points, either errors of correct content. T will ask if any groups had made the same choices. Elicit a few examples. Ask if anyone changed their mind. Ask if anyone spoke particularly well.