Triantafyllos Koumpos Triantafyllos Koumpos

Good Communication - Functional Language
Intermediate B1 level


This lesson focus on functional language. The context is about communication where Ss will be introduced to new (semi-fixed) lexis related to expressing their opinion. In the first task there will be a presentation of the new lexis. That is followed by a guided discovery task to help Ss guess the meaning of the new language. Then, we will focus on pronunciation and appropriacy, where Ss will practice their speaking skills in a controlled activity. The last task is a follow up to what Ss learned. Ss will use the new language in written and verbal form, to practice and get comfortable with using the lexical items.


Abc Coursebook Handout

Main Aims

  • To provide clarification and practice of language used for expressing opinions in the context of communication with other people

Subsidiary Aims

  • To provide accuracy speaking practice in a expressing opinions in the context of communication with other people
  • To provide product writing practice of a expressing opinions in the context of communication with other people


Warmer (6-9 minutes) • To set lesson context and engage students

Task 5a. Students are asked to look at some sentences from the conversation. They are asked to remember who says what. Script: Look at the sentences in exercise 5a. Read and try to remember who says what. Work alone, you have 1 minute. Monitor Peer check. Students are given the key answers for feedback. T asks if their answers were correct. Task 5b. Ss are asked to look at the highlighted text and guess the meaning of each expression. Teacher pastes the expressions on the board (and the answers underneath faced down). Groups will work together to find the meaning. They will be given 2 minutes. The group who finds the most correct answers wins Script. Look at the the highlighted expressions in 5a and find the meaning. Work in groups. (Demonstrate the 1st one with a Ss and check for understanding). Monitor. Feedback: Ss come to the board to write the answers. When finished, the correct answers are revealed on the board. Checking for understanding: Nominate Ss for giving an example phrase using one of the expressions

Pronunciation and Appropriacy (16-20 minutes) • To provide clarification in terms of appropriacy, and pronunciation practice in the target language

Task 6a. T writes on the board the following sentence: I'd say it must be impossible to relax, though, then reads it. T ask the learners to point out the stress marks. A S comes to the w/b to put the stress on the words. T elicits from Ss which words are getting the stress in a sentence and why. T writes down their answers and if Ss answers were not correct, clarifies. T points out to the example written on board and confirms with the Ss if the stresses are correct or wrong. If wrong the Ss correct it. Script: Read this sentence. Which words do we stress. Nominate a Ss to come and put the stress on the words. Which words are getting the stress in a sentence? (T writes on board) -Clarification- Look at the sentence on the board again. Is there any mistake? Yes/No. If yes, correct it Task 6b. Script: Look at the sentences at 5a and put the stress marks. Work in pairs. Read it out loud to each other. Decide together which words are stressed. You have 3 minutes. Check for understanding: What are you doing in this task? Are you working alone? Monitor. Feedback: Pairs swap their papers to peer check. Task 6c. Students listen to the recording 1.12 and repeat after listening. At this point, if there are slips in pronunciation, T stops models the problematic parts of the words and drills to help Ss pronounce the words correctly. Appropriacy: T pastes the target language on board and asks Ss to discuss whether the language is formal/informal/neutral. T divides the board in 3 categories. After Ss work together in groups, they come up and paste the lexical sets to the category they think is correct. Feedback: T confirms or corrects the list, then elicits for expressions to use in a formal/informal conversation.

Follow up activity (10-12 minutes) • To provide Ss with a semi controlled writinng/speaking practice using the TL. To enable Ss interact using the TL.

Task 7a. Ask the learners to read the sentences in task 7a and elicit 1-2 opinions to raise attention. Then Ss use the expressions in 5a to write one sentence for each statement. Then they work in groups discussing their opinions about the topics. Script: 1. Read the sentences in exercise 7a. Check for words you don't know. (If a word is unknown elicit from Ss to give an answer. If not possible, use CCQ). T chooses a statement and nominates a S to give his/her opinion. Make sure she uses the expressions from task 5a. 2. Read the text again, and write your opinion in a sentence using the expressions from task 5a. Work alone. Check for understanding. What are you going to use for writing the sentences? you have 4 minutes. Monitor. Feedback: Ss are divided in groups and talk about their opinions. T monitors and takes notes of good and problematic language.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

At this point Teacher writes examples of good use of language and error correction

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