Sara Metz Sara Metz

TP4: Functional Language
Upper-Intermediate level


In this lessons, students will learn functional language within the context of awkward social situations.


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Main Aims

  • By the end of the lesson, students will have a better understanding and practice using functional language within the context of awkward social situations

Subsidiary Aims

  • Students will have practice their productive (speaking) skills within the context of awkward social situations


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T will greet the class (having draped a string of toilet paper from her skirt), then turn to write "social situations" on the board. The intention will be to elicit attention from the students in regard to the awkward nature of the toilet paper. T will add "awkward" in front of "social situations" on the board, and elicit meaning from the students based on the demonstration. Ss will have 1-2 minutes to discuss an awkward social situation that took place in their own life, and 1-2 students will share with the class.

Test #1 (5-7 minutes) • To gauge students' prior knowledge of the target language

T will provide instructions for the first exercise (diagnostic test): "Bella has experienced lots of awkward social experiences, too. Look at the examples on the worksheet I am about to give you. [chest HO] On your own, guess what Bella will say in response to each situation." ICQ: What are you guessing? While writing their answers, T will monitor to see if students use any of the functional language to be studied in the lesson. After 2-3 minutes, T will have the group discuss their answers in pairs. Again, if students are using any of the language from the day's lesson, she will praise students. No WC feedback.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will provide instructions for exercise 2: "Now we will listen to what Bella actually said. Fill in the blanks on this handout-- [chests HO]-- with what you hear." ICQ: What are we listening to now? ICQ: What will you write in the blanks? T will play listening track 7.6 one time, and Ss will listen to how Bella actually responded. Ss will compare their answers with a partner. T will then instruct Ss to complete the exercise below the detailed listening task individually, which contains multiple-choice CCQ's about the target language and their appropriate usage. They will have 1-2 minutes. Ss will then compare their answers with a partner. T will ask Ss to create an answer key on the board and ask WC if there are any disagreements. T will ask at least 2 Ss to justify their answers, and all Ss with incorrect answers to justify their answers--and hopefully self-correct or receive peer correction. T will provide MFP for the functional language: Meaning: CCQ: How does Bella feel in [choose a situation]? CCQ: Does she want to be polite or rude? CCQ: What would be the wrong thing to say? Form: How clumsy of me! >> "clumsy" can be replaced with other adjectives (like "forgetful" or "stupid") I'm terribly sorry! >> "terribly" can be replaced with any other adverb that shows intensity (like "awfully" or "really") That's really sweet/nice of you. >> "sweet"/"nice" can be replaced with other positive adjectives (like "kind" or "thoughtful") Perhaps some other time >> a phrase can be added between "perhaps" and "some" (ex. "Perhaps [I'll see you] some other time." Pronunciation: Intonation impacts meaning and perceived mood of the speaker. Demonstration to show how "I insist!" and "I'm terribly sorry" could be polite, aggressive, or sarcastic based on tone and gestures. CCQs: If I say "Perhaps some other time" THIS way [say dismissively], am I interested? If I say "Perhaps some other time" THIS way [say supportively], am I interested?

Test #2 (5-7 minutes) • Check students' use of the target language again and compare with the first test

T will provide instructions for exercise 3: "Now I have another worksheet with pictures of some awkward social situations. On your own, guess how Mustafa will respond." ICQ: What are you guessing? T will monitor as students answer, look for any questions that still cause difficulty. Ss will compare answers with their partners and T will review the answers with WC. T will provide EC if necessary.

Free practice (12-15 minutes) • To provide students with free practice of the target language

T will provide instructions to students for exercise 4: "On this HO-- [chests HO] -- there are a list of awkward social situations. With your partner, act out each of the situations and try to use some of the phrases we've learned today." ICQ: What is there a list of on the HO? ICQ: What will read the list or act it out? ICQ: What phrases will you use? T will monitor and praise students who are using the functional language, especially if they are able to adapt phrases with semi-fixed forms. T will then give instructions for the next activity: "With your partner, talk to your partner about an awkward social situation YOU have experienced. How did you respond? Would you have changed anything?" ICQ: What are you discussing with your partner? T will monitor and praise students using the functional language from the day's lesson.

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