Julian Julian

Functional Language
Pre-intermediate level


Main Aims

  • To provide clarification, review and practice in making suggestions and requests in the context of a charity event.

Subsidiary Aims

  • To provide accuracy and fluency during a speaking practice in a conversation in the context of planning a charity event.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T-S: T: Greets Ss and introduces the topic to gain Ss interest in the lesson T: Today we will discuss charity events. What are the biggest charities in your country? Have you ( or people you know) ever raised money (fundraisers)for a charity? If yes, what did you/they do? T: A good example would be: Ex: 1) Worldwide Fund for Nature, (WFP), etc. 2) Yes, I’ve raised money for elementary school and wrestling tournaments. (For the public and to compete in a national tournament) T: I want you to work in pairs and answer the question. You have 3 minutes.I will pair up students. S-S: Work in pairs for 3 minutes. T-S: I will ask for one example from a student.

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

T-S: Praise students briefly. T-will then copy and paste the link from Google Forms into the Zoom window for everyone to access. T- will say Ss have 2 minutes to answer two questions based determining if they understand the difference between suggestions and requests. T will then reveal the answers to the class. T will then share screen and allow all students to see the class answers and identify prior knowledge on Google Forms(OFCB).

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T-S: T will continue sharing screen while changing tabs to Google Slides. T will begin buy explaining the difference between suggestions and requests by giving examples from the textbook. T show written examples and also gives a few non-examples that are the incorrect usage of the TL. Incorrect usage is highlighted in red on Google Slides. Meanwhile, T also asks a few CCQs throughout the teaching stage attempting a more student- centered approach rather than lecturing. T gives non-example dealing with suggestions , " We need to start now!" and explains this is more of a demand than a suggestion. T then covers requests ensuring Ss understand a request is when they ask someone else to do something for them. T gives a few non-examples contrasting offers to requests in order to relay differences to Ss. T moves onto next slide and goes into 4 CCQs: If I demand someone do something is this a suggestion? (NO) What does let’s stand for? (Let us not let is). Is the word shall (Polite or impolite?). When I make a request am I (Offering to do something for someone else? Asking someone else to do something for you?)-Asking someone else ... T elicits responses from Ss for every CCQ. T calls on other Ss to answer if 1 student gets a CCQ wrong. T then moves onto the next slide and teaches stress(sentence and word) before drilling. T then goes into interconnected speech and intonation drilling students a few different times. T attempts guided discovery with form by eliciting responses from students by asking 'Which verb form comes after the phrases in bold?' Lastly, T uses a cline to show students differences in appropriacy when using Shall, (May which had been covered in a previous lesson), Would( covered in a previous lesson as well), Could and can.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T-S: T then tells students,'Move onto the next section of Google Forms.' T explains directions briefly and asks Ss to complete the 7 questions and submit their answers through Google Forms (Section 2). Ss will have 6 minutes to complete the questions. Fill in the gaps with the phrases in the boxes Shall I why don’t Could you Natalia 1) Shall I put up some posters in reception? David Yes, that a good idea. Natalia And 2) we tell the local paper about the event? David Sure. Do you want me to do that? Natalia Yes, if you don’t mind. David 3) bring your friend Jennifer so I don’t get bored? Natalia Agreed. Will do. can you Let’s Will they Can I Liam Jason, 4) play at our WWF charity event? Jason Yes, of course. And 5) invite some friends too? 6) feel welcome? Liam Yes, of course they’d be welcome! Jason Right, 7) choose some songs to play. S-S: After the 5-6 minutes are up T will then tell students to check their answers with their partners.(2-3 Minutes). T-S Last 2 minutes will be spent on showing responses on Google Forms to the entire class through a shared screen on Zoom. OCFB.

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

T-S: T will pose 4 questions to Ss surrounding the creation of a charity event. 'What charity will you decide on?, what type of event do you want to have?, When and where do you want to have the event?.' (1 minute explanation). S-S Students will work with pairs in BR to come up with answers to the questions. (5-7 minutes). T-S: T monitor students and finds 2 bad uses of the TL and 3 good examples of the TL based off of the monitoring in BR. T will use these good and bad examples to go over DEC at the end of the lesson. (3-5 minutes or until 45 minutes is up). Exercise that will be visible to students: Imagine you are going to organize a charity event. Decide on the charity, the type of event you want to have, and when and where the event will be. Use what we learned today in your answers.

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