New lesson plan: TP4 Functional Language

Bear Yarbrough

TP4 Functional Language - Upper Intermediate level

TP4 Functional Language
Upper Intermediate level

Description

In this lesson students will learn and practice functional language of phrases that express emotion during unexpected problems using student book Cutting Edge pg. 38.

Materials

Zoom Platform

Cutting Edge Student Book

TP4 Lead-in Listening MFPA

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TP4 Controlled Practice

TP4 Productive Task

Zoom Platform

Cutting Edge Student Book

TP4 Lead-in Listening MFPA

TP4 Controlled Practice

TP4 Productive Task

Main Aims

To provide clarification and practice of language used for Emotional phrases in the context of When dealing with unexpected problems

Subsidiary Aims

To provide deduction listening practice using a text about Unexpected problems in the context of Real life situations

Procedure (43-48 minutes)

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

Ask students how they would respond if you were late to a restaurant and they gave your table away? Send link in chat and Share screen of TP4 Slides with emotive phrases for unexpected problems. Read the phrases and ask after each slide: What emotion do these phrases express?

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

Continue sharing screen. Go through MFPA slides on 3 "difficult" emotive phrases asking CCQs. Choral drill emotive phrases Focusing on intonation Ask individuals To say the various phrases

Exposure (4-4 minutes) • To provide a model of production expected in coming tasks through listening

Keep screen shared on TP4 Slides. Say: Now we are going to listen to real life situations where these phrases are used. Please listen for each of the phrases.

Controlled Practice (7-8 minutes) • To provide students with practice of the target language in a controlled context

Send TP4 Controlled Practice Form in chat. Say: Open the link and complete the quiz. The answers will come up and when everyone is done, we will review it together. Use review to get students to say the phrases again and reinforce intonation.

Productive Task (18-20 minutes) • To provide an opportunity to practice the target language in a freer environment

Say: Now I am going to send you into breakout rooms with a partner. I want you to come up with a dialogue of a real life situation using as many of the emotive phrases as possible. It can be a similar context to what we heard in the listening or a new unexpected problem, but I want your partner and you to create a brief dialogue using as many of the phrases as possible. I'm sending you a link to a Google Form that has all the phrases and a place where you can type out your dialogue. Send TP4 Phrases Form link to chat. Say: Go ahead and open the link and take 10 minutes coming up with your Dialogue. After 10 minutes, we will come back together as a class and each pair can act out their dialogue with all of us. I will be popping into each breakout room to listen, but if you need help you can ask me as well. Send students to breakout rooms for 10 minutes. Listen in each breakout room for Feedback and error correction, as well as, to answer questions or help. Bring students back and call on each pair to act out their dialogue. (Listen for Feedback and Error correction)

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

Highlight language used well by students. Have students help provide correction on target language used poorly by saying the "poor" language and asking what needs to be corrected.