Zaher Alrashed Zaher Alrashed

Functional Language Lesson
Intermediate level


In this lesson, Ss will learn about formal/informal language through PPP based on a listening passage about a dialogue between a waiter and a man and woman. The lesson starts with a funny videos taken from 'Fawlty Towers' to do a mini gist task. This is followed by listening tasks to highlight the TL. After that, clarification takes place. Finally, Ss do controlled/semi-controlled/freer practices.


Abc Audios
Anrhy9mnr1smktxgmzmq ho2 HO2
Qqzhbautkwxjhwfzhedy oral controlled prac HO1
Abc New Inside Out

Main Aims

  • To use formal and polite language from the listening to use it in formal situations.

Subsidiary Aims

  • Listening for gist


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T tells Ss they are going to watch a short video (A room with a view - Fawlty Towers) for two minutes and answer the questions. T asks the following questions orally: 1- Where are they? 2- Who are the people in the video? AK: 1- in a hotel room 2- A guest, a hotel manager/owner, and a worker.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Listening for gist Ss listen to tracks 2.05 (1:04 minutes) and 2.06 (1:07 minutes) and answer the following questions in pairs and then WCFB. 1- Where are the people? 2- Who are the people? AK: 1- in a restaurant 2- a waiter, a woman and a man

Highlighting (4-5 minutes) • To draw students' attention to the target language

Ss listen to tracks 2.05 and 2.06 again. Ss will work in pairs. Student A writes the responds of the man and woman to the waiter's questions while listening to track 2.05. Student B does the same while listning to track 2.06. Next, each pair compares their statments together and discuse the difference.

Clarification (9-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- Meaning: 2-3 minutes T projects the two dialogues next to each other on the board and elicits the meaning of TL from the Ss using the marking sentences and CCQs. What is the difference between the two dialogues? polite/rude Which one is polite/formal and which is rude? 2.05 rude/ 2.06 polite What important/key words do we use to show politeness? Please, thank you, of course Is the phrase 'I want' polite enough? no What do we use instead? 'I'll have...' Do we say 'No' or 'Not quite'? not quite - Pronunciation: (5 minutes) Now Ss listen to track 2.07 (1:21 minutes) and repeat after the speaker. CCQs: Do we say the sentences or questions in a soft way? yes Do we raise our voice? Ss listen again to track 2.07 (1:21 minutes) and repeat after the speaker - Form: 2 minutes Do we use questions or sentences/statements when we want something? questions What is the form of the verb after phrases like 'Could you' 'Would you' Can I'? infinitive/V1/base form

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Controlled oral practice: HO1, Ss work in pairs. Student A has a card of impolite sentences. The students reads one sentence while student B responds form a card with polite sentences. They finish all the sentences and then exchange the cards. 4-5 minutes - Controlled written practice: SB ex.4 pg. 46 - (skip practice with a partner) 4-5 minutes

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Ss have a retyped conversation with only the waiter's phrases, HO2. In pairs they rewrite the man and woman's phrases so that it is real for them. They practice it and perform in groups of 3. Ss give each FB.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ss work in groups of 3. Each group has a card with a different situation (hotel, airport, clothes shop). Ss have to prepare their dialogue to suit their situation (5 minutes). Groups exchange their dialogues and check the mistakes in the new dialogue they have (1-2 minutes), and then give it to another group to perform the dialogue. (2-3 minutes) Content FB and DCE. Wrap-up.

Web site designed by: Nikue