Cheyanne Cheyanne

TP6 Functions

Description

In this lesson, students will learn the functional language used to describe whether or not they are surprised.

Materials

Main Aims

  • Students will be introduced to and provided practice for the use of functional language in the context of expressing surprise or lack thereof. Students will develop the sub-skills of listening for detail and gist.

Subsidiary Aims

  • Students will practice and develop conversational speaking skills.
  • Students will develop the skill of scanning audio texts for detail.

Procedure

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

T will display Google Slides with Big Question and begin contextualization. T will ask a S to read the Lead-In story to introduce relevant characters and make predictions/connections pertaining to the topic of the lesson.

Exposure (5-7 minutes) • To provide context for and introduce Ss to the target language through audio text

T will share the task link and provide instruction. Ss will listen to the audio 1x for gist. Ss will share their answers. T will reiterate that Ss will focus on and listen for TL that shows surprise or lack thereof. Ss will listen to the audio a 2nd time to complete a gap fill of TL. T will reveal the gap fill answer key. T will facilitate OCFB, making sure to highlight the use of TL.

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

Meaning - T will provide task link and instructions, making sure to point out the slide/BOR correlation. Ss will enter BOR and complete task while T joins BORs intermittently to monitor S progress. Ss will be given 2 minutes in BORs, after which Ss will reenter main room for OCFB. T will take this time to further contextualize the TL. T will ask follow-up CCQs to ensure understanding. Form - T will provide the task link and instruct Ss to focus on questions 1-4 as there are two sections to the Google Form. T will remind Ss of fixed expressions and give 2 minutes to complete 1-4 individually, followed by OCFB. Pronunciation - T will provide task instructions. Ss will listen to audio and identify correct stress. T will break down further elements of pronunciation such as schwas, elision and linking. Ss will listen again and repeat the audio.

Controlled Practice (5-8 minutes) • To check understanding of Tl and prepare Ss for more meaningful practice

T will share the task link and provide instructions. Ss will complete gap fill individually for 2 minutes, before entering BOR to discuss/compare answers with partners for an additional 2 minutes. Upon return to main room Ss will participate in OCFB.

Freer Practice (8-10 minutes) • To provide an opportunity to practice target language in a conversation setting.

T will provide task instruction, making sure to point out the slide/BOR correlation. T will remind Ss to use TL. Ss will enter BORs and spend 1 minute deciding who will be the main character, and some relevant TL. Students will spend at least 4 minutes in BORs engaging in role play conversation and utilizing TL. After 5-6 minutes Ss will rejoin main room. T will ask 1 group to share their conversation.

Feedback and Error Correction (1-2 minutes) • To provide feedback on students' production and use of language

T will point out good use of TL, specifically correct structure and appropriacy, and praise students in areas they excelled. T will point out the incorrect use of TL and work with Ss to correct it.

Web site designed by: Nikue