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Name: Osman • 26 Dec 2018 • CLAUSES OF CONCESSION

Description
IN THIS LESSON, THE STUDENTS LEARN CLAUSES OF CONCESSION THROUGH GUIDED DISCOVERY BASED ON A
LISTENING ABOUT AGE LIMITS.

Main Aims
 To provide clarification, review and practice of clauses of concession in the context of coming of age in the
law

Subsidiary Aims
 To provide process and product writing practice of a speech
 To provide gist and scan reading practice using a text about children's licence
 To provide gist and specific information listening practice using a text about age limits
 To provide fluency and accuracy speaking practice in a debate

Please see the following page for the lesson procedure

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Name: Osman • 26 Dec 2018 • CLAUSES OF CONCESSION

Interaction
Stage Procedure Materials Time Comments
Pattern
Warmer/Lead-in T displays the image "Coming of age"
To set lesson context T: WHAT DO YOU THINK ABOUT THE PICTURE?
WHAT DOES IT SAY?
T-S, S-T 3–5
and engage students
WHAT ARE THE PROBLEMS IF YOU DON'T FOLLOW THE AGE LIMITS?
Exposure T: LOOK AT 5.3, PART 1
To provide context for WRITE THE ANTONYMS OF THE WORDS
the target language DO IT ALONE
through a text or
situation ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
Treveals the key.
T-S, S-T 8 – 10
T: LOOK AT PART 2
LISTEN TO THE AUDIO
THICK THE THINGS YOU HEAR TALKED ABOUT.
T plays the audio 5.3 using the barcode reader
T: HOW MANY FACTS CAN YOU REMEMBER?
WHAT ARE THE AGE LIMITS FOR DRIVING, DRINKING, SMOKING, ...IN
TURKEY?
Highlighting T writes the marker sentence:
To draw students' Many people agree that tobacco pruducts should be made illegal. However
attention to the smoking remains legal.
target language While in some countries around the world the consumption of alcohol is illegal
at any age, in other countries the minimum age varies.

T: LOOK AT THESE SENTENCES T-S, S-WB 2–4


COMPARE THE FIRST AND THE SECOND PARTS OF THE SENTENCES
WHAT CAN YOU SAY?(THEY CONTRAST EACH OTHER)
LOOK AT THE FIRST SENTENCE.
HOW DOES THE FIRST PART END?(WE PUT FULL STOP)
HOW DOES THE SECOND PART START?(WITH A CAPITAL LETTER)
LOOK AT THE SECOND SENTENCE

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Name: Osman • 26 Dec 2018 • CLAUSES OF CONCESSION

Interaction
Stage Procedure Materials Time Comments
Pattern
WHAT DO WE USE TO SEPERATE THE TWO SENTENCES?(A COMMA)

Clarification T writes on the board: Smoking is harmful. People still smoke.


To clarify the T: IS SMOKING HARMFUL?(YES)
meaning, form and DO PEOPLE KNOW ABOUT IT?
pronunciation of the HAVE THEY STOPPED SMOKING?(NO)
target language DO THEY STILL SMOKE?
IF THEY KNOW IT IS BAD AND THEY STILL SMOKE. WHAT DO WE TALK ABOUT?
(CONTRAST)
SMOKING IS HARMFUL. PEOPLE STILL SMOKE.
HOW DO WE JOIN THE TWO SENTENCES?
(EVEN THOUGH SMOKING IS HARMFUL, PEOPLE STILL SMOKE)
T writes on the board "Clauses of concession"
T writes: "Even though"
T writes: Even though smoking is harmful, people still smoke.
T writes the form: Even though + subject + verb in present/past tense,
main subject + main verb in present/past tense
T-S, S-WB 8 – 10
T writes: "Although"
T writes: Although smoking is harmful, people still smoke.
T writes the form: Although + subject + verb in present/past tense,
main subject + main verb in present/past tense
T: WHAT IS THE DIFFERENCE BETWEEN EVEN THOUGH AND ALTHOUGH?
(EVEN THOUGH IS STRONGER AND IS USED TO EXPRESS A BIG, SURPRISING
CONTRAST)

T writes: "though"
T writes: People still smoke though smoking is harmful.
T writes the form: main subject + main verb in present/past tense + though +
subject
+ verb in present/past tense
T: WHAT IS THE DIFFERENCE BETWEEN THOUGH AND ALTHOUGH?

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Name: Osman • 26 Dec 2018 • CLAUSES OF CONCESSION

Interaction
Stage Procedure Materials Time Comments
Pattern
(THOUGH IS INFORMAL AND IT CAN ONLY BE USED IN THE MIDDLE OF
THE SENTENCE)

T writes: "while/whereas"
T writes: While/Whereas smoking is harmful, people still smoke.
T writes the form: While/Whereas + subject + verb in present/past tense,
main subject + main verb in present/past tense

T writes: "In spite of/despite"


T writes: In spite of/Despite its harmfulness, people still smoke.
T writes the form:
In spite of/Despite + noun, main subject + main verb in present/past tense
T writes: In spite of/Despite being harmful, people still smoke.
T writes the form:
In spite of/Despite + verb in ing form(gerund), main subject + main verb in
present/past tense
T; WHAT DO WE USE AFTER IN SPITE OF/DESPITE?(NOUN OR GERUND)

T writes: "However"
T writes: Smoking is harmful. However people still smoke.

T writes: "though"
T writes: Smoking is harmful. People smoke though.
T: HOWEVER AND THOUGH ARE CONJUNCTION ADVERBS

Controlled Practice T gives the handout "Rewrite the sentences with clauses of concession"
To concept check and T: REWRITE THE SENTENCES WITH THE GIVEN WORDS
prepare students for DO IT ALONE T-S, PW 8 – 10
more meaningful
practice ICQ: WHAT DO YOU DO?

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Name: Osman • 26 Dec 2018 • CLAUSES OF CONCESSION

Interaction
Stage Procedure Materials Time Comments
Pattern
T: CHECK WITH YOUR PARTNER
T reveals the key.
Semi-Controlled T gives the handout "Clauses"
Practice T: LOOK AT 170
To concept check REWRITE THE SENTENCES IN ALL POSSIBLE WAY USING THE CLAUSES OF
further and prepare CONCESSION
students for free DO IT ALONE T-S, PW 8 – 10
practice
ICQ: WHAT DO YOU DO?
T: CHECK WITH YOUR PARTNER
T reveals the key.
Free Practice T splits the class into two teams
To provide students T: LOOK AT ORAL ACTIVITY 18
with free practice of ADD A CONTRASTING SENTENCE TO THE SENTENCES
the target language EACH CORRECT ANSWER WILL GET 1 POINT
LOSING TEAM WILL MAKE TEA FOR THE WINNING TEAM.
WORK IN GROUPS

ICQ; WHAT DO YOU DO?


T monitors and notes the errors for correction.

T: LOOK AT PART 3 T-S, GW 8 – 10


DISCUSS IN GROUPS WHAT YOU THINK IS THE MOST APPROPRIATE AGE
TO GET MARRIED AND WHAT YOU THINK THE MINIMUM AGE SHOULD BE
USE APPROPRIATE PHRASES TO INTRODUCE YOUR COMMENTS
USE CLAUSES OF CONTRAST
T put the students into groups.
T monitors and notes the errors for correction

T; LOOK AT PART 4
READ AND DISCUSS IN GROUPS WHICH OF THE COMMENTS YOU AGREE
WITH MOST. GIVE YOUR REASONS

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Name: Osman • 26 Dec 2018 • CLAUSES OF CONCESSION

Interaction
Stage Procedure Materials Time Comments
Pattern
T put the students into groups.
T monitors and notes the errors for correction

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