New lesson plan: TP4-Functional Language

Giovanna Meinberg Paganini

TP4-Functional Language - Pre-intermediate level

TP4-Functional Language
Pre-intermediate level

Description

In this lesson students will learn about the functional language to refuse offers and invitations. First students will be given a lead-in task in order to get their interest in the topic. After that, students will receive a text in which they will be presented with the target language and will be tested for general comprehension. I will then give students a self discovery guided task in order to deal with MFPA. Students will receive practice in the target language through a controlled practice and then a freer practice task that will involve a role play.

Materials

Lead-in task

Exposure through a text

MFPA Self-guided task

Controlled practice fill-in

Lead-in task

Exposure through a text

MFPA Self-guided task

Controlled practice fill-in

Main Aims

To provide review, clarification and practice of language used for refusals in the context of offers and invitations.

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of refusals
To provide gist reading practice using a text about offers and invitations in the context of refusals

Procedure (35-45 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T welcomes Ss and tells them: "Hey guys, today we will be talking about how to refuse an offer or an invitation in daily conversations." T sends Ss a Google Jamboard and asks Ss to brainstorm for 1 minute and write their ideas on the board. Ss share their answers in OCFB.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

T sends Ss a Google Form and ask that they read the text quickly and answer the question for 2 minutes. T asks Ss to compare their answers with a partner for 1 minute via Zoom breakout rooms while T monitors. Ss check their answers in OCFB.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T sends Ss a Google Slide and asks Ss to work on MAF individually on their own slides for 5 minutes. T monitors on Google Slide. Ss discuss their answers in OCFB before T shows the corrections. T explains pronunciation while eliciting and drilling with the Ss.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T sends Ss a Google Slide and ask them to complete the fill-in exercise. Ss can use the set expressions, change them or use their own expressions. Ss work individually on one slide each for 4 minutes while T monitors. Ss check their answers in pairs via Zoom Breakout rooms for 2 minutes while T monitors. Ss report their answers in OCFB then T gives final correct answers.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

T asks Ss to work in pairs in order to do a role play. T instructs: "I would like you guys to work with a partner and come up with a two line conversation like the ones we saw in the last activity. I will give your group a role and you will have 5 minutes to come up with a role play and practice your role play. Make sure you practice well because after the 5 minutes you will be performing your role play with your partner to the class." Roles: Neighbor-Neighbor, Boss-Employee, Friend-Friend, Teacher-Student, Parent-Daughter or Son. Ss work in pairs via Zoom breakout rooms for 5 minutes while T monitors. Ss present to the class. T conducts OCFB, thanks Ss for the lesson, and conducts DEC.