Brenda Brenda

TP4 Lesson A: Functions
Upper-intermediate level

Description

In this lesson, Ss learn about functional language in the context of opinions through guided discovery based on a conversation about learning a new language. The lesson starts with a discussion about what makes a good teacher. This is followed by a gist task where Ss read a conversation between two friends. Finally there is some controlled practice and a free practice speaking activity in which Ss will use the TL of the lesson.

Materials

Abc Zoom, Google Jamboard, Google Slides, Google Docs, Google Forms, Zoom board

Main Aims

  • To provide clarification and practice of functional language used for giving opinions and trying to change someone's opinion in the context of what makes a good teacher (4 exponents: 'From my point of view,...';'As I see it,...;'Yes, but don't you think...?';'Well, you've got a point, but..."

Subsidiary Aims

  • To provide gist reading practice using a text about giving opinions and trying to change someone's opinion in the context of learning a new language
  • To provide fluency speaking practice in a conversation in the context of what makes a good teacher.

Procedure

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

-T. will share screen showing the following question: What makes a good teacher? -Ss. will discuss their ideas in breakout rooms. T. monitors. (3 min) -T. comments or asks a question on what was listened while monitoring. (1 min)

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

-T. will share links, on zoom's chat, to a Google Document where Ss. read a short text and to a Google Form which includes a gist task <choose the best summary for the text> -Ss. will read and answer the gist task (2 min - individual work) -Ss. will compare answers in breakout rooms. (2 min - pair work) -Ss. will share their answers with the whole class giving a justification for their answer (3 min)

Clarification (12-14 minutes) • To clarify the meaning, form and pronunciation of the target language

- T. will share link, on zoom's chat, to a Google Slides' presentation where Ss. will work in breakout rooms to infer the meaning and appropriacy of the TL. (pair work - 3 min) - OCFB using CCQs to verify M and A understanding; ask Qs to elicit answers from Ss about F (3 min) - Ss. will work with other slide in breakout rooms to infer the intonation pattern of TL. (pair work - 3 min) -OCFB and ask Ss Qs to elicit more aspects of P (3 min)

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

- T. will share a link, on zoom's chat, to a Google Form where students will work individually filling in the blanks of questions. (3 min) - Ss. will check and compare their answers in breakout rooms (3 min - pair work) - OCFB (2 minutes)

Free Practice (8-12 minutes) • To provide students with free practice of the target language

- T. will share screen with a Google Jamboard with a task in which Ss should use the TL as much as possible. Ss work in breakout rooms. (8 min-pair work. T. monitors) - FB and DEC using zoom board (4 min)

Web site designed by: Nikue