New lesson plan: TP4-FUNCTIONAL LANGUAGE

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TP4-FUNCTIONAL LANGUAGE - Pre-intermediate level

TP4-FUNCTIONAL LANGUAGE
Pre-intermediate level

Description

In this lesson, students learn how to introduce and provide practice of functional language for invitation and making arrangements.The lesson starts with a discussion about their friends and what they did together.Finally, there is some language practice task and communicative task in which learners use the functional language to complete it.

Materials

No materials added to this plan yet.

Main Aims

To introduce and provide practice of functional language for invitation and making arrangements

Subsidiary Aims

To use the target language fluently to draw a diary page and write three arrangements they would like to do next week. Then discuss with their partners.

Procedure (21-45 minutes)

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

T. shows a picture about two friends extending invitation or asking about arrangement. T. sets the task. Do you have friends? When did you last see them? What did you do together? Students turn to discuss with their partner about their friend they met at a place and what they talked about or did together. Discuss in pairs. T. nominates 2-3 students for feedback.

Gist (1-5 minutes) • To provide a video for student to know expression use to invite or ask for an arrangements.

T. shares a google docs link which contains a text. Students are to watch the video and choose the speaker of the following expressions. https://forms.gle/A94BML19HYkdo7fw9 Students share their answers via the chat box T. displays feedback on ppp.

Intensive Task (1-5 minutes) • To provide an opportunity to practice target productive skills

Again, T, share a google docs link which contains a text to answer. Students are to match the heading a) -d) to sentences 1 to 6. https://forms.gle/SQDXs5S2GaG49cEu8

Planning (1-1 minutes) • To provide an opportunity to plan students' reports

Students share their answers via the chat box

Report (1-1 minutes) • To allow students to report on how they did the task and how it went

Students share their answers via the chat box or with their partners

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Meaning: T. share meaning of invitations and making arrangements with students with the aid of jam board. shares a link with students in which they are to select the appropriate phrases for asking questions, accepting and rejecting invitations. https://jamboard.google.com/d/15ejW4zWh_GEASHrd1VlVtarvYLgtYCytTAatPj4D3dI/edit?usp=sharing T. asks students to share answers via private chat. Form: T, ask and guide students do an activity on PPP to cover the form and its usage. Pronunciation: T. covers pronunciation with students showing stressed parts of the phrases.

Language Practice/ communicative task (8-20 minutes) • To provide students with practice of the task language and communicative task to use the functional language.

T. shares a link with students where they are to choose one or two answers in the following questions that shows the use of functional language. https://forms.gle/DabgN8Mkho1Sotmh7 Students share answers in the chat box. T. shows a PPP for OCFB. COMMUNICATIVE TASK T. groups students in pairs to draw a diary page and write three arrangements they would like to do next week. Then, discuss their plans with your partner. T. nominates 3-4 students for feedback.