Functional language: Discussing advantages and disadavantages, and making suggestions.
Intermediate. (E2) level

Description

In this lesson, Ss will learn how to discuss the advantages and disadvantages of a certain topic or idea. Also, they will learn how to make suggestions.

Materials

Abc Blue tack
Abc Book (Langauge Leader: Intermediate).
Abc Handouts
Abc Markers.
Abc Situational cards
Abc Blue tack

Main Aims

  • To provide Ss with phrases that will help them in discussing advantages and disadvantages of a certain topic and with pharses that will help them in making suggestions.

Subsidiary Aims

  • To achieve speaking objectives through the lesson's TL.

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

-T. divides Ss into groups of maximum four Ss. -T. distributes situational cards with different font colours (red, green, and blue.) -T. asks the groups which get the red colour to name three negative sides to the presented situation, the groups which get the green colour to name three positive sides to the presented situation, and the groups which get the blue colour to name three suggestions to better the presented situation. -T. tells the Ss that they have four minutes to do the task. -T. asks ICQs: Are you going to work in groups? yes. Do you only have four minutes to do the task? yes. -Ss answer and start the task. -T. monitors and takes notes. -Ss finish the task. -T. elicits answers.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

-T. asks each grp. of Ss to listen carefully to the audio track and to write down any phrases they think it might have helped them in the previous task. -T. tells Ss that they have five minutes including the track time. -T. asks ICQs: Are you going to work in groups? yes. Are you going to listen carefully to the track? yes. Are you going to write down any phrases that might have helped you in the previous task? yes. Do you only have five minutes? yes. -T. plays the track. -Ss start the task. -T. elicits answers. -Ss answer.

Clarification (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-T. starts explaining the form, meaning, and pronunciation of each phrase. -T. writes the form on phrases on the board. -T. asks CCQs of the analysis sheet. -Ss answer. -T. pronounce the phrases correctly, and asks Ss to chorally repeat after her. -Ss chorally repeat after T.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

-T. asks Ss' groups to read Q. 5 on page 23 carefully, and then to listen to the audio track and fill in the gaps. -T. tell them that they have 5 minutes. -Ss start the task. -T. monitors and takes notes.

Feedback and Error Correction (2-3 minutes) • To provide students with feedback on their work, to correct their mistakes, and to encourage them.

-T. elicits answers. -Ss answers.

Free Practice (5-10 minutes) • To provide students with free practice of the target language

-Q. 7a, 7b, and 7c on page 23. (15 minutes) -T. asks ICQs: Are you going to work in groups? yes. Are you going to pretend that you are members of the organising committee for the next trip to Poland and the Czech Republic? yes. Are you going to discuss the advantages and disadvantages of the given situations? yes. Are you going to come up with five suggestions to make the trip more successful? yes. Are you going to check with another group? yes. Do you only have 15 minutes? yes. -Ss answer. -Ss start the task. -T monitors and takes notes.

Feedback and Error Correction (2-3 minutes) • To provide students with feedback on their work, to correct their mistakes, and to encourage them.

-T. corrects Ss' mistakes on the board. -Ss ask questions if they have any. -T. answers. -T. encourages Ss.

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