Jamahl Holland Jamahl Holland

TP6 LP_Jamahl Holland
Pre-Intermediate level

Description

This lesson is about functional language in relation to giving opinions. Students will practice their writing skills through filling in the blanks tasks and speaking exercises

Materials

Abc Student handout
Abc Student's Book
Abc Timer (phone)
Abc Whiteboard

Main Aims

  • To provide practice of language used for agreeing, disagreeing in the context of free education

Subsidiary Aims

  • To provide fluency speaking practice in a formal and informal conversation in the context of free education
  • To provide scan reading practice using a text about education in the context of whether it should be free or not

Procedure

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

Write the statement "University should be free" on the board. Ask learners to decide if they agree or disagree. Learners briefly discuss in pairs. Conduct a brief OCFB to hear responses. This will allow students to get introduced to the topic and express existing views before TL is introduced.

Text Work (Gist) (7-8 minutes) • To provide context for the target language through a text or situation

Task 1 - provide key keywords needed to understand the text (expensive, free, loan, pay, job) using images and simple definitions. Learners match words to meanings in pairs. Check understanding with CCQs ("if something is expensive, is it cheap?" "Do you do a job for free?") (5 mins) Learners will then read the short text for gist, then select the correct sentence that summarises it from multiple-choice options. Pair check, then brief OCFB. ICQ "Are we reading this quickly or slowly?" (5 mins)

Text Work (intensive) (5-6 minutes) • To draw students' attention to the target language

Learners reread the text and underline phrases showing agreement and disagreement. In pairs, they sort these into two columns on a worksheet: Agreeing vs Disagreeing. Conduct feedback and elicit phrases on the board.

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

Give learners a list of the same phrases and ask them to sort into Formal vs More Casual expressions. pair check and OFCB confirmation. Briefly clarify when polite vs informal disagreements might be used (e.g. with friends vs in a meeting). Afterwards, go through the pronunciation of expressions and words on the board, with the teacher first modelling how to say it, then drilling with students.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Students complete sentences using target expressions from a word bank (e.g., I don't agree / I agree / Exactly / I'm not sure about that / That's true). They work individually, then compare in pairs. OCFB

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

Learners work in pairs. One reads a sentence (e.g. "Student loans are a good idea" / "Not everyone needs a degree"). The other person responds only using a target phrase. Rotate roles.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Place a prompt card on each table for a pair to discuss ("You need to go to university for a good job", "Everyone should go to university" & "University is too expensive" Students to discuss and will be prompted to use the target language. Pairs rotate and OCFB once complete

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