Jessica Jessica

TP 4_FunctionalLanguage_09292020
Upper Intermediate level

Description

Materials: Face2Face SB p. 22-23 SB Aims: To provide clarification and practice of language used for agreeing and disagreeing politely

Materials

Main Aims

  • To provide clarification and practice of language used for agreeing and disagreeing politely

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a discussion in the context of agreeing or disagreeing using formal or informal phrases

Procedure

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

Ss look at the image (30 sec). Ss think: What are Amanda, Colin, and Val talking about? (30 sec). - Politics? - Chores? Ss type their predictions in the Zoom chat box (30 sec). OCFB (30 sec).

Highlighting (8-8 minutes) • To draw students' attention to the target language

Ss listen carefully to the audio (3 min). ICCQ: How many main topics should you listen for? 2. Ss think about the two main topics Amanda, Colin, and Val discuss. T presents Google Form task. T demos Google Form task. ICCQ: How long do you have to complete the Google Form? 2 min. T sends Ss link to Google Form task. Ss complete the Google Form individually (2 min). Ss compare answers in BOR (2 min). OCFB (1 min).

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

Ss are exposed to CCQs for identifying the function and appropriacy of TL items (2 min). T presents questions to consider: - Do they know each other? - Is this formal or informal? - Where do you think they are speaking? - Is this polite? - Why do they say that? - How do they feel? Scrivener, J., 2005. Learning Teaching. 2nd ed. Oxford: Macmillan Publishers Limited, p.270. MFPA Chart (5 min) T elicits responses from Ss regarding alternate complements for TL items. MFPA Cline (5 min) T emphasizes that meaning is conveyed by tone and facial expressions while speaking by providing natural oral models of formal versus informal dialogue using TL. T encourages students to vary their tone and facial expressions for other TL to convey different levels of formality and politeness while practicing pronunciation. T drills individual students (strong students model for weaker students).

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

Setting the stage (1 min): T sends CCQs from slide 4 to Ss via Zoom chat box. Ss think about the questions from side 4. T presents the CP Google Form and demos the task ICCQ: How long do you have to complete the task? 4 min. Ss complete the Google Form individually (4 min). ICCQ: What will you do in BOR? Compare answers. Ss compare answers in BOR (2 min). OCFB (1 min).

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

Setting the stage: (1 min) T presents Ss with the written prompt and questions for FP. T reads the prompt. T encourages Ss to use the TL items and consider the CCQs previously sent to them. Ss complete the FP task in BOR (8 min) OCFB (1 min)

Delayed Error Correction (2-2 minutes) • To provide students with corrections collected from previous stages

T provides DEC to individual students or the whole class based on notes taken throughout the duration of the lesson (2 min).

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