Speaking Lesson for MA Activity (Notional/Functional Syllabus Design)
Grade 5 (Secondary School), CEFR A2 (differentiated instruction setting) level
Description
Materials
Main Aims

To provide fluency and accuracy speaking practice in a conversation in the context of asking for and giving advice
Subsidiary Aims

To provide specific information and deduction listening practice using a text about problems at school in the context of asking for and giving advice
Procedure (3646 minutes)
 The T. talks about a problem s/he had when s/he was at secondary school (it can be imaginary). S/he tells that s/he had a problem of having friends and could never solve this problem on his or her own. S/he took some advice from the counsellor at school and the counsellor told her to join an afterschool club. After s/he joined in the music club at school, s/he had a lot of friends from his or her own class and the other classes.  Next, the T. asks the whole class whether they had such problems at their school or are having them right now. S/he lets one or two of the above level students talk about their problems in the past or the ones they are having now. And, when they have talked about their problems, s/he asks the questions "Did you take any advice? Are you taking any advice?" or ask the other Ss "What should s/he do?" to elicit some advice.  After 58 minute discussion, the T. moves on to the leadin session.
The T. tells the Ss that they will work in pairs (s/he arranges the seats in a way that there will be one above level and below level student at each desk) and listen to a conversation between Anne and Douglas and that they will answer the following questions after they have listened to it. The T. assigns 5 minutes for this exercise. What is Anne's problem? What does Douglas advise her to do? After 5 minutes, the T. elicits the answers from the Ss pairs and gives feedback through discussion.
 The T. hands out the chart fill in activity page 1 to the Ss pairs and tells them that they will work with their partners for 34 minutes and fill in the chart. The Ss work by discussing with their partners. The T. monitors the pairs while they are working.  After the Ss have all completed the exercise, the T. opens the answer key on page 2 on the smart board and asks the Ss to check their answers (s/he gives feedback if necessary).  Next, the T. asks the Ss to give more examples for asking for advice, giving advice, accepting and rejecting. And, add the examples to the chart.
 The T. rearranges the Ss pairs in a way that there will be one above level and one below level student at each desk. The function chart remains open on the smart board.  Next, s/he asks them to form a dialogue by talking about such school problems as exam stress, peer pressure, bullying etc. Every student pair performs the dialogue without improvisation. They form them spontaneously by using as many functions as they can. The T. tells them "Work in pairs. Talk about a school problem and ask for and give advice. Use these (functions) or any similar ones. Don't use pencils or notebooks. Just act."  The T. listens to each student pair form their dialogues and notes down the mistakes if they make any. S/he never interrupts the students.  After all the Ss have completed roleplaying, the T. rearranges the peers and forms groups of 46 students. (There should be equal number of abovelevel and belowlevel students in each group. S/he asks them to form a conversation among them without taking any notes. S/he selects the above level student or one of the abovelevel students as "a conversation starter." The T. tells the Ss that each student must say at least one sentence during the roleplay.  Next, S/he selects one group and the Ss start talking and discussing. Some of them talk about their problem while others give advice. S/he listens to the groups one by one and takes down notes in order to give feedback at the end.
 After the Ss have completed the group discussion, the T. gives feedback about the functions and writes the mistakes made by the Ss on the board. S/he asks what the mistake(s) in each sentence is/are and tries to elicit the answers. The T. can receive help from abovelevel students.