TP6 Functions: Giving Opinions and Trying to Change Someone's Opinion
To provide exposure to functional language to give opinions and try to change someone's opinion
To provide a speaking practice for fluency development
Procedure (45-45 minutes)
T. will put Ss. in groups using breakout rooms function on Zoom and will ask them to express their opinions regarding the following statements: (on Google Slides) - Money can buy happiness. - It is better to have a job that you don't enjoy than to be unemployed. Once students are back to the main room, T. will ask Ss. to write in the chat box one of the following options depending on their opinion: -2 (if they strongly disagree with the statement) -1 (if they disagree with the statement) 0 (if they are undecided) +1 (if they agree with the statement) +2 (if they strongly agree with the statement) T. will also nominate a couple of students to extend their answers.
T. will ask Ss. which language they generally use when expressing opinions and when trying to change someone's opinion and thus will elicit some of the target language before the text work. After that, Ss. will listen to the recording, will identify some samples of the target language (for giving opinions and for trying to change someone's opinion). Then, Ss. will be expected to complete the spaces in the target language expressions using the words from the box (shown on Google Slides) and compare their answers in pairs using the chat box on Zoom. T. will briefly review the answers with the whole class and will clarify any possible doubts.
T. will ask Ss. to classify some expressions based on their meaning into 2 categories: giving opinions and trying to change someone's opinion. - Well, I have to say that … - Personally, I think … - As I see it … - Well, you’ve got a point, but … - Yes, but on the other hand … - No, but look … - It seems to me … - From my point of view, … - Yes, but don’t you think …? - Yes, but if you look at it from a different angle, surely … After that, T. will ask Ss. to identify which expressions would be more appropriate for the formal and informal contexts. Then, T. will highlight the aspect of form asking Ss. to identify the important elements of the expressions mentioned above: I, think/see, my, point, you, yes/no/well and say which elements are fixed and which ones are semi-fixed. Finally, T. will instruct Ss. to identify stress and attitudinal intonation (fall or rise).
T. will ask Ss. to use Google Forms to organise the conversation between two people in the logical order. a) Well, you've got a point, but I'm sure the teacher can tell. As I see it, exams just test your memory, not how much you really understand. ___ b) Would you rather have more exams, or do more work during a course? ___ c) Yes, but don't you think that's a bit unfair on people who aren't good at memorising things? ___ d) Personally, I think exams are easier. I'm quite good at learning things by heart. ___ e) Well, it seems to me that they test both. No one enjoys them very much, but we've been using them successfully for a long time now! ___ f) Yes, but on the other hand, if people write essays at home, how does the teacher know they didn't get help? ___ Once finished, Ss. will be expected to compare their answers in pairs using the chat box on Zoom (T. will assign pairs). Finally, T. will carry out an open class discussion of the answers.
T. will use Google Slides to remind Ss. of the functional exponents to give opinions or try to change someone's opinion as well as of the conversation they heard about good teachers. After that, T. will instruct Ss. to work in groups role playing a conversation about virtual learning using breakout rooms function on Zoom. Some Ss. will need to be in favour of virtual learning and the others will need to be against. People from both groups will need to participate in the conversation giving opinions and trying to change their group mates' opinions regarding virtual learning. T. will monitor the process joining the virtual rooms and taking notes of positive and negative aspects of Ss' performance during the task. Functional exponents: - Well, I have to say that … - Personally, I think … - As I see it … - Well, you’ve got a point, but … - Yes, but on the other hand … - No, but look … - It seems to me … - From my point of view, … - Yes, but don’t you think …? - Yes, but if you look at it from a different angle, surely …
T. will ask Ss. what they have practised in today's class. T. will make a delayed error correction highlighting both positive and negative aspects of students' performance in terms of content and language.