Liliana Liliana

Functional Language - Text Based Framework
Advanced level

Description

In this lesson, students learn about functional language through text based framework based on making and responding to suggestions. The lesson starts with a group discussion about going out with a friend. This is followed by a listening activity where the students match the pictures to the conversation in the audio and later discuss the register. Then, the students work on a control activity where they match phrases to a heading. Finally, the students are given a list of activities where one student suggests an activity and the other student responds using the functional language discussed for the free activity.

Materials

Edit?usp=sharing?size=16&default=html TP 6 - Lesson Presentation
Abc Redston and Cunningham, face 2 face
Abc Zoom BOR
Abc Tablet
Abc face 2 face, Task 2b
Abc face 2 face audio
Abc face 2 face, Task 3a
Abc face 2 face, Task 4a
Abc face 2 face, pg. 148
Abc face 2 face, Task 1

Main Aims

  • To provide practice of language used on a text based framework in the context of making and responding to suggestions

Subsidiary Aims

  • To provide gist listening practice using a text about friends deciding how they wish to do for an outing in the context of making and responding to suggestions
  • To provide accuracy speaking practice in a explore functional language in pairs or as a group in the context of making and responding to suggestions

Procedure

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

Students will go into BORs in groups to discuss the following questions: 1. When did you last go out with friends? 2. Where did you go and whose idea was it to go there? 3. Did you enjoy yourself? Why? Why not? As a class, the students will share their answers.

Exposure (7-8 minutes) • To provide context for the target language through audio.

Teacher will play audio of two friends discussing what to do. Students will put pictures A-D in the order discussed in the audio. Teacher will present the question: What do they decide to do in the end?

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

Students will quickly read through the instructions to match the heading to the phrases. Students will answer CCQs to answer questions for the matching activity, including: What kind of phrases are these? making a suggestion, saying you have no preference, asking if the person is free, politely refusing a suggestion. Are these phrases casual or formal? Casual. Who would you speak to this way? friend, co-worker, family, romantic partner. Students finish a gap-fill task on common forms on 4 phrases: Are you doing anything (this evening)?, I thought we could give (that new club) a try., I'm sorry, but I don't feel up to (going to a club)., I'm easy, whatever you like. Teacher identifies the stress in the previous 4 phrases as the students read out their answers to class. Teacher will drill (chorally and individually) stress after going over stress.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Students are put in a BOR with their partner to work on a complete-a-sentence task. Teacher will nominate 2 students from different pairs to read out a completed dialogue.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

Teacher will assign the students two real-life activities they can do with their partner with instructions to create and write down a dialogue using the functional language provided. Students meet in their BOR to create their plans. Teacher will nominate one or two pairs to share dialogue from one of the two activities.

Delayed Error Correction (3-5 minutes) • To give students feedback on their ability to communicate

Teacher will present good language and language with errors on a google slide. Students will identify which sentence is correct and which one is not and how to correct the errors.

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