Functional Language For Explaining Reasons
To provide clarification of language used for explaining reasons in the context of fears and phobias
To provide fluency speaking practice in a conversation in the context of fears and phobias
Procedure (37-47 minutes)
The teacher will project the reading from the previous lesson and ask the students to find&underline the functional language that exist in the text through a race. The teacher make four groups and each group will be given a different color of board marker to underline the target language. Finally each group's points will be counted by their color of board marker.
T will ask the students to work in pairs to complete the exercise 1 to highlight the form, meaning and then pronunciation of the target language. T will give 2 minutes to the pairs and be sure if the instructions are clear enough. T will get feedback from the pairs about the answers and clarify the pronunciation implicitly throughout this process.
T will give the students gap-fill HO that copied from the student's book and have them fill the gaps. After they have finished, T will give the students two minutes to check and discuss their answers with their friends by walking around the class. T will get feedback from the WC and ask CCQs to make sure that the students have grasped the target language. Finally T will ask the comprehension question to make sure that the students have understood the text.
Teacher will make pair work for roleplay in this stage. Each pair exist from one interviewer and one interviewee. Interviewer ask will ask his/her partner about four questions: - What phobia do you suffer from? - How long have you suffered from it? - How did it start? - How does it affect your day-to-day life? After the sts finish roleplay, if the time left, pairs will change the roles and do the same roleplay again.