Barbara Barbara

TP4 - Functional Language
Pre-Intermediate level


In this lesson, students will practice and revise functional language to express preference, choice and agreement/disagreement in the context of choosing a manager for a pop band. The lesson starts by a general discussion about the topic and then it is followed by a reading for gist activity where students have to find the main topic of the conversation. After the clarification stage there is a controlled practice where students do a fill-in the gaps activity with the correct exponent. Then, a freer practice stage where students are presented a hypothetical situation and have to discuss choosing the right person.


Main Aims

  • To provide review and practice of language used for expressing preference, choice and agreement/disagreement in the context of choosing a new manager for a pop band

Subsidiary Aims

  • To provide gist reading practice using a text about a dialogue between band members in the context of choosing a new manager for a pop band.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Students will answer the question What makes a good manager? This is a general discussion just to set context.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Students will be given 2 min read the dialogue presented and identify the main idea of the text. They should be able to say that the text is about a conversation between 2 people looking for a new manager for their pop band. After that, they will be given 1 minute to compare answers before OCFB.

Clarification (8-10 minutes) • To clarify the meaning, appropriacy, form and pronunciation of the target language

Students will see three boxes, each one of them containing one function (expressing preference, explaining choice, agreeing/disagreeing). This is a GD task in which students will match the exponents the corresponding function. They do this in pairs and are given 2 min before OCFB. ICQs are asked to check understanding. Then, in the next slide, T will elicit appropriacy from ss, by asking them to match the exponents with the level of formality shown in the cline. Next slide is form. Here students will discover which is the fixed part in each of the exponents (e.g. I prefer....because...). And then, they will be asked to provide some other similar examples to prove they have understood the sentence structure(the first example will be given as model). Finally, for pronunciation, T will elicit sentence stress and linking, then drill.

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

Here students will be presented with another dialogue, very similar to the one they just worked on, but this time they will be asked to fill-in the blanks using the correct exponent. The first one will be done as a model, and they will be given 4 min to complete the task. Then, they will have 2 min to compare their answers before visual OCFB.

Free Practice (8-15 minutes) • To provide students with free practice of the target language

At this stage, students will be presented with a hypothetical situation of a plane crash in the South Pacific. There are 5 survivors but only one life raft with room for 3 people. They will take a look at the profile of these 5 survivors and decide who those 3 people will be saved before the aircraft sinks. They will have 8-10 min to do this. ICQ's will be used to check understanding. Teacher will monitor in case the students have questions or need assistance with the task. After that, students will share their conclusions with the class. Finally, teacher will conduct FB and DEC.

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