Marcela Marcela

Functional Language
Pre-Intermediate level

Description

In this lesson students will learn how functional language can be very effective for helping them to making phone calls in the real world.

Materials

Abc [Audio] Speakout 2nd Edition Pre-Intermediate Listening and Reading Extra Audio
Abc Speakout Pre-intermediate Student's Book
Abc Jamboard
Abc Google Docs

Main Aims

  • To introduce and provide practice of functional language for making phone calls.

Subsidiary Aims

  • To provide listening practice for gist and specific information to contextualize the functional language.
  • To provide accuracy speaking practice in a functional language in the context for making phone calls.
  • To elicit students to have a communicative task by using the functional language for making phone calls.

Procedure

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

T asks SS if they have ever made a phone call in English and how the experience was. T asks SS discuss in pairs the question: "Have you ever made a call or taken a message in English? What happened?" for three minutes (Ex. 3.3.-1, Students' Book). T makes sure SS understand the instructions: ICQs: Will we be talking about real or unreal experience?. Real experience. T elicits students mention the situations (collocations) that they know to make a phone call. "Can you say in which situations we make phone calls?". T writes the students' answers on Joamboard and then compares them with additional collocations for making phone calls. T conducts OCFB.

Exposure (8-10 minutes) • To provide context for the functional language through listening

Gist listening task - SS listen to four people making phone calls (Ex. 3.5, Students' Book). SS choose the reason why the people are phoning (based on Collocations vocabulary). T makes sure SS understand the instructions: ICQs: Are we listening for much detail or just the general topic per conversation? General idea. 5 minutes for this activity. T conducts OCFB. Intensive listening task - SS listen again four conversations and in pairs, SS work in breakout rooms and complete specific information. ICQs: Are we listening for much detail or specific information? Specific information. SS have 3 mins. T checks the answers and conducts OCFB.

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

In pairs, SS work in breakout rooms and complete a phone conversation with some words given in a box (Ex. 4, Students' Book). 3 minutes. T checks answers with SS. T elicits SS to give ideas about the form of the target language. CCQs to check meaning and form of the functional language: + Which phrases are used to start a call? + Which phrases are used to ask to speak to someone? + Which phrases are used when the person the caller wants is not there? + Which phrases are used to finish the call?. T conducts OCFB and check answers.

Controlled Practice (8-10 minutes) • To have a functional language practice focused on accuracy

T shares students an exercise (Ex. 5A Students' Book) on Google Docs to be completed in pairs and then to practice the conversations. T does CCQs related to the words in the box. Are the words nouns? Yes. Are they verbs? Yes. SS work in pairs for 3 minutes. T conducts OCFB to review the answers. T shares students an exercise (Ex. 6A Students' Book) on Google Docs. SS work in pairs, look at the phrases in bold and match them to problems a) - d). 3 minutes. SS listen and repeat 5 phrases about managing phone problems. T conducts OCFB.

Free Practice (8-10 minutes) • To have a communicative task in which learners use the functional language

In pairs, SS work in breakout rooms and make a phone call by using the functional language (Ex. 8, Students' Book). T encourages students to think carefully about the words they will use. 6 minutes. T conducts learners feedback and DEC in the use of the functional language.

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