New lesson plan: Functional Language (Different ways of giving emphasis)

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Functional Language (Different ways of giving emphasis) - Upper-Intermediate level

Functional Language (Different ways of giving emphasis)
Upper-Intermediate level

Materials

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Main Aims

To provide clarification of language used for different ways of giving emphasis

Subsidiary Aims

To provide clarification on Correct Pronunciation when we want to emphasis on something.

Procedure (37-61 minutes)

Warm-up (5-10 minutes) • To set lesson context and engage students

I will ask the Ss to get into pairs to discuss the 3 questions in ex.1. pg.68. Introduce the characters in the text, explaining that Hannah and Dan are a couple or friends. Then ask Ss to read the role-play in pairs , and ask them to answer the last question.

Exposure (10-15 minutes) • To provide a model of the task and highlight useful words and phrases

I will play recording (6.3) to WC. Then i will pause after each line with a symbol to allow students to do the activity. Firstly i will do the first line for their understanding. I will show Ss on the WB how they can write the missing words. Then i will ask the Ss to compare their answers in pairs. The to discuss their answers.

Task (5-10 minutes) • To provide an opportunity to practice target productive skills

I will get Ss to answer questions in in the Analysis. Then i will check answers with the class.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

I will get Ss to listen to (6.4). First i will match the first sentence and elicit the meaning with the WC. Then put Ss into pairs so they can match the other sentences. Then Use recording to check answers.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Then i will get Ss to read the tape script. (6.4). I will then ask students to read examples with the right stress. I will play the recording pause after each sentence to give time for Ss to mark the stress. Check answers as a whole class.

Language Practice (5-10 minutes) • To provide students with practice of the task language

Lastly I will get Ss to do Ex. 9, pg. 46. They will have to read the dialogue then add the words into into the right space, then put the words in the correct order. Then i will get them to mark the stress that carry the main stress.