English Lesson Planner | Funcional language: Agreeing and disagreeing

Desired

Funcional language: Agreeing and disagreeing - Elementary level - Elementary level

Funcional language: Agreeing and disagreeing - Elementary level
Elementary level

Description

In this lesson, students will learn functional language to agree and disagree in the context of music and dances.

Materials

Google Forms

Google Jambord

PPT

Zoom platform

Google Forms

Google Jambord

PPT

Zoom platform

Main Aims

To practice and revise functional language to agree / disagree in context of music and dances.

Subsidiary Aims

To provide controlled practice speaking using the TL (agreeing and disagreeing) in the context of music and dances.

Procedure (32-43 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T asks learners to talk about a picture shown on Google Jamboard.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

T presents a conversation in which we find agreeing and disagreeing expressions. T asks students to identify expressions they use to agree or disagree with someone.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T presents a matching task to let students differentiate expressions to agree and to disagree.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will cover the meaning, form, and pronunciation of TL using PPT. I will drill the target vocabulary with the whole class trying to elicit the word stress and provide it on the board. Students might have difficulty pronouncing some words so I will write the phonemic alphabet of these words.

Controlled Practice (7-9 minutes) • To concept check and prepare students for more meaningful practice

I will have students work on Google Forms. They will complete a conversation with the correct expression about agreeing and disagreeing for 3 minutes, then they will compare their answers in pairs using Breakout Rooms for 3 more minutes to finally show the answers of each exercise.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

I will finally create a communicative task in which they will talk about their favorite music, eliciting the learned expressions. They will work on this final task on BORs in pairs and finally, I will share feedback and DEC.