Matthew Smith Matthew Smith

functional Language
Upper intermediate level

Description

In this lesson ss learn about the use of functional language to add emphasis through a process of guided discovery in the context of a discussion between two people. Ss read the text of a conversation between two people from which the functional language has been removed and then listen to the conversation and add the language to the text. The meaning and form of the functional language is then analysed. Ss practice the use of the language using a different text and listening exercise and then also practice the pronunciation of the functional language using the same text.

Materials

Abc Workbook exercise 9
Abc Transcript of dialougue
Abc Answer Key
Abc Practice Functional Languaage
Abc Analysis Functional Language
Abc Text Hannah and Dan

Main Aims

  • To facilitate Ss guided discovery of the use of functional language to add emphasis and to clarify its meaning, use and context.

Subsidiary Aims

  • To guide Ss in the stress and intonation used for the pronunciation of functional language to add emphasis

Procedure

Warm - Up (4-5 minutes) • To engage the ss in the topic

Start with picture with names Hannah and Dan on the whiteboard. T elicits from ss that they are probably a couple and that they don't look happy - that they are arguing about something. Ss in GW to predict what they might be arguing about. T writes a few possibilities as the outcome of discussion on the whiteboard - try to generate someone might have lost or forgotten something.

Lead - In (8-10 minutes) • to set the context for the target language

T Introduces the text of the conversation and asks ss to read it then discuss in PW what has Hannah lost. T elicits quick WC feedback from a couple of pairs. t checks by eliciting ss understand meaning of "hopeless" in this context and "you've got a nerve". T then elicits/ points out if needed that there are some things missing in the text . T asks ss to listen to a recording of the conversation and to write in the missing text. T pauses recording after each line with a symbol as needed to ensure ss pick up words. Ss check answers as PW with quick WC feedback to further check ss have correct dialogue. WC T asks CCQs to ensure ss understand the form of the language - does the conversation make sense without the extra words ? ans Yes do the extra words change the meaning or just add emphasis ? ans add emphasis

Presentation (10-12 minutes) • To present and analyse the target functional language

Hand out analysis exercise and ask ss to work in the same pairs to answer the questions. T to monitor and assist as necessary. Feedback as a WC. Check/ elicit answers to each of the questions. Refer to the language analysis sheet and ask ss or T to write on the whiteboard as needed to clarify meaning and form issues in the language analysis for the different types of language used. CCQs from language analysis as needed.

Controlled Practice (10-12 minutes) • To reinforce use of target language and check that ss understand its meaning and form

T hand out Controlled practice exercise and ask ss to work in different PW to complete just the first question - match the sentences in part A with the right one in part B.T hand out answer key and asks ss to check in same PW. T to monitor and clarify any difficult ones as WC only if needed. T then asks ss to do part 2 in same PW - T to monitor and write up possible intensifiers or emphasis phrases on whiteboard as a reminder if needed. Check a few answers as WC feedback by eliciting answers from pairs then play recording of conversation and ask ss to listen and compare answers

Pronunciation of Target Language. (7-9 minutes) • To clarify and practice the pronunciation of the target functional language and the sentence stress

T asks S to role play the first 2 sentences - by referring to names in the recording ss have just heard. T models " I'm absolutely exhausted' etc emphasising "absolutely". If S does not use correct emphasis on "your so boring" T elicits error correction. Write on whiteboard if needed. T then drills 'I'm absolutely exhausted" and 'your so boring". T hands out transcript and asks students to mark the words that are stressed in it with a dot above the word. T plays recording again pausing briefly after each pair of sentences to give time for ss to mark stress. Ss then work in pairs to complete marking the stress on the other sentences and to practice saying them to each other and check answers. WC feedback of answers to 2 or 3 sentences. T to model more sentences if needed for error correction.

Additional Contolled Practice (5-8 minutes) • to further practice the use of the target functional language

If time, T hands out Workbook exercise 9 and asks ss to work in PW to complete exercise A by adding the words in the box to the text. WC feedback to check answers.

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