Elizabeth Cruz Rojas Elizabeth Cruz Rojas

Elizabeth Cruz Rojas_TP4_LP4 Chicatana_banana@hotmail.com
Upper Intermediate level


In this lesson, students learn about functional language to come up with ideas, react positively or negatively to ideas, and summarize or recap suggestions through the projection of a video. The lesson starts with some questions that will be distributed to teams of two. This is followed by a text word where students will complete the gaps, then language clarification will be given in: meaning, form, pronunciation and apropriacy. Subsequently, a situation will be raised to work in pairs such as Controlled Practice, and finally the situation that was worked on in the previous stage will be developed in a role-playing game.


Main Aims

  • To provide clarification and practice of language used for putting forward new ideas, reacting positively or negatively to ideas, summarising and recapping.

Subsidiary Aims

  • Developing speaking skill fluency
  • Develop non-verbal attitudinal skills


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students with the language used for putting forward new ideas, reacting, summarising and recapping ideas.

Teacher assigns a question per group to engage students in the topic, Teacher models one question with a student, then students work in pairs in the breakout rooms. Questions: - What phrase would you use to propose a new idea? - What words do you say when you agree or disagree with someone's comment? - What question would you ask to recap when someone has suggested you do something?

Text-work (6-7 minutes) • Subjectively provides students with the functional language through a video related to the topic.

Teacher asks learners to watch the video (2:56´) then in pairs in the breakout rooms fill in the gaps in the text using the words provided, then OCFB. *Words: • That sounds like a good idea • one thing we could do • Personally, I'd rather • Yes that makes sense • Am I right in thinking Note: The text is attached to facilitate the reading of the lesson plan.

Language Clarification (9-10 minutes) • Provide students with Attitudinal Meaning, Form, Pronunciation and Appropriacy that they can practice the features of the target language.

In the previous stage, the attitudinal Meaning has been given in a clear, interesting and innovative way through the reproduction of the video alluding to the lesson. - MEANING: Teacher asks learners to categorize the phrases provided in each box. Teacher models an example, then students do it in pairs, before OCFB -FORM: Teacher elicits structure used for putting forward new ideas, summarizing and recapping, through modeling and asking, nominating a student to give an example. *e.g. putting forward new ideas: - One thing we could do is (use a video to explain the lesson) - I wonder if it'd be a good idea (to have a celebrity advertising the product) - I know! Why don't we (give free samples of Go!) - I´ve got an idea. How about (giving a free glass with the Go! ?) *e.g. summarizing and recapping: - So what you’ re saying is that the wrong celebrity could damage the image of the product? Yes/no - Am I right in thinking that we are not planning a TV advertisement at this point? Yes/no - Are you saying that we´re not going to announce onTV? Yes/no - Can we just go over this again? Yes/no - PRONUNCIATION: Teacher models the pronunciation and learners repeat and copy the rhythm one by one and in chorus. - APPROPRIACY: will be highlighted when students give their examples in the meaning stage.

Controlled Practice (6-7 minutes) • Give the students the opportunity to use the target language and prepare them for more meaningful practice.

Give the students the opportunity to use the target language (TL). Teacher asks the students to put the correct headings to the given phrases, then compare answers in pairs via private messages, then OCFB. *HEADINGS: - Putting forward new ideas - Reacting Positevely to ideas. - Reacting negatively to ideas. - Summarising and recapping

Freer Practice (7-8 minutes) • Expose learners to a communicative task to use the target language fluently.

Teacher gives a situation similar to that seen in the video, then in pairs students propose, react and summarize the ideas for the given situation, before OCFB. *Situation: “You and your work team want to sell a very Mexican Jamaican-flavored soda, but just like the video, you don't have enough budget to pay for television advertising or to hire a celebrity to advertise your product”. - Discuss your suggestion to promote the soda - Express positive or negative ideas to your partner's proposal - Reach an agreement.

Post (Response to the topic) (7-8 minutes) • Give students time and space to exploit not only the knowledge obtained but also verbal and attitudinal skills when using the target language.

Teacher asks for the participation of a couple, so that they try to role-play the situation they worked on in the previous stage. In the OCFB I end up emphasizing with the invitation to make use of the target language seen in their next English conversations

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