Teri Teri

Tp_4_Functional Language
Beginners level


In this lesson the Ss will learn to use functional language in asking and responding to personal questions. They will model language and practice correct questions forms.


No materials added to this plan yet.

Main Aims

  • To provide clarification of language used for Asking for personal information and providing answers to questions in the context of In the context of filling out forms and personal questions

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a in the context of completing forms in the context of and personal information.


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

T shows a slide of 2 students who are new to a school. Ss are prompted with images showing a cat listening to music or a dog eating a hamburger. T: What information do we want to know from a new student? T: How can we ask them? T: What questions do we want to ask? Ss provide their ideas and offer differing questions for the new students

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

T. Shows a slide of a completed form filled out by someone applying for a job. Ss should notice the language on the form and how it differs from when we ask personal questions when filling out a form. T: What is the name of the person who filled out this form? T: What is their address? T:What is their date of birth? what does that mean? how old they are What information is incorrect on this form? Ss: respond to questions asked by teacher. Ss. can answer with one word answers and teacher can model full sentences

Highlighting (2-4 minutes) • To draw students' attention to the target language

T: shows a slide with gaps missing in the questions.In each question the be verb is missing. The students should notice that the verb is missing and provide the correct response to the question T: What words are missing from these questions? T elicits answers from students.

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

T: explains that the question words are used when asking for and giving personal information. These questions are standardized on forms and the Ss can notice how the questions serve the purpose of communicating ones personal information. T: the form is consistent with a WH questions , they begin with the question word and the information needed is followed. T: asks Ss to notice how the stress on questions words falls on the question word and the important information, not on the verb. CCq's why do we use question words? for specific information Can the word order be changed with question words? no What other ways can we ask for someone's surname? last name What other ways can we ask for someone's job? occupation what other ways can we ask for telephone numbers? mobile, handy, work, home What other ways can we ask about a postcode? zipcode (USA)

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

T: provides a chart to be completed by students. The columns identify information the students will need to ask for to complete the form. T. will prompt each student to ask other students in the group Ss will notice the pattern of information on the form and ask questions to complete the information. Ss will work together as a group and the T will observe. T: provides FB after the students have completed the form.

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

T. shows a slide with famous people and a form showing personal information about the individuals. T. asks Ss to take the name of one of the famous people and using their information they will answer personal questions from other students. Ss. can now use the language in a freer practice, acting out a dialogue . T: will provide FB and offer DEC based on this practice.

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