Veronika Veronika

Veronika Oztortop TP5 Listening/Functional language
Intermediate level


In this lesson, students will be introduced to the functional language of saying 'no' politely in different cultures using listening to stories briefly first and then language from the stories will be highlighted and clarified (checking meaning, form and pronunciation) before doing further practice. After the language practice will be provided ( semi-controlled and freer).


Main Aims

  • To provide gist and detailed listening practice using stories about saying 'no' politely in the context of different cultures

Subsidiary Aims

  • To provide clarification, review and practice of language used for saying no politely in the context of different cultures


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

Show Ss a picture of two businessmen and ask who are they? and what are they doing? Ask the Ss to predict what type of misunderstanding they might be about. Divide the Ss into pairs. They discuss it in 2 minutes. Write their predictions on the board.

Pre-Listening (2-2 minutes) • To prepare students for the listening and make it accessible

Pre-teach the words: nod(v.), obviously(adv.), subtle (adj.) using gestures, visuals, CCQs. Clarify the meaning and drill it chorally and individually.

While-Listening (3-5 minutes) • To provide students with less challenging gist and specific information listening tasks

Show the pictures of Mark and Victor and say that they are going to listen to two stories. Write the question on the board: Are they talking about work or friends? Ask the Ss to listen and answer the question. Play the recording 1.52 WCF.

While-Listening (5-8 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Ask the Ss to listen to the recordings again and answer the questions. Give the HO. After they have listened, ask to swap the papers, the Ss check their answers in pairs. WCF.

Post-Listening (2-3 minutes) • To provide with an opportunity to respond to the listening and expand on what they've learned

Ask the Ss what was the reason for the misunderstanding in every situation. WCF. CCQS: Were the Japanese and the Brazilians comfortale to say 'no' directly? (no) Is it the same for the English and French? (no) Do the Americans have the same difficulty in saying 'no'? (no)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Pre-teach: actually and unfortunately. Ask the Ss to match the extras from emails and conversations with the situations. Give the HO. Write answers on the board: 1F 2D 3A 4B 5C

Highlighting (2-2 minutes) • To draw students' attention to the target language

Ask the Ss which expressions from ex. 3a are more formal. (A and F) Why? (they are written in a work context)

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Write on the board the TL: I'm afraid I can't..... However, we feel that, .... That's a great idea, but..... Sorry, I'd love to ...., but.... (yes, but no) Actually, I don't think.... Unfortunatelly,.... CCQs: do these expressions soften a rejection? (yes) Can we use them in written or spoken language? (both) Elicit the meaning of expressions from the Ss (helping them with CCQ, like: Sorry, I'd love to ...., but.... does it mean 'yes, but no'? (exactly). Drill the pronunciation chorally and individually. Ask if the Ss use the similar expressions in their language.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Check the understanding of the words acquaintance and suitable =right for someone, acceptable). Ask the Ss to look at the board and to write which expressions they could use for the given situations. Do the first one as an example. Ask to work alone. Give them the HO with situations. WCF. 1 d,e 2 b,d 3 f 4 d,e 5 c 6 b,e (d)

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

Divide the Ss into 3-4 groups and ask them to think of an interesting situation and role play it when they have found difficult to say 'no' to a request. Give your own example. Remind to use 'soft' ways of saying 'no' (TL on the board). Open the music. Monitor unobtrusively. Collect some mistakes of the TL for the delayed error correction.

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