Jason Jason

TP6-Functional Language
Upper-Intermediate level


In this lesson students will use practical, functional language around solutions. The topic will be introduced in the Lead-In and the students will listen to a dialogue between some who are dealing with vandalism on their property and are seeking to agree upon a solution. We'll then highlight some key language and phrases from the dialogue before some controlled practice, where students help some people find solutions to their own problems, then some Free Practice where the students work as a team to find solutions for imaginary situations for their business. Finally, we'll close by summarizing the class's key points, highlighting good use of the language, and some Delayed Error Correction.


Main Aims

  • To provide exposure to functional language to talk about language to give solutions.

Subsidiary Aims

  • Listening for detail


Lead-In (2-4 minutes) • To set lesson context and engage students

Show Slide 1 with different problems I'm dealing with and ask students for solutions. Elicit replies from students and write them down. Ask some students what they think of other students suggestions in order to prepare them for accepting and refusing suggestions.

Language Exposure (5-7 minutes) • Introduce target language. Sub-aim: Practice Listening

Tell students: We're going to listen to a conversation between some people who are dealing with a problem and are discussing possible solutions. Follow the dialogue and listen to fill in the blanks. Play Audio and show slides 2-3 to follow along. After the audio clip is complete, go back to slides 2 and 3 and ask students what phrases should go in the blank. Elicit responses then go to slides 4 and 5 to reveal answers

Language Clarification- (MFPA) (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Go to slides 6 and 7 and introduce phrases from dialogue. Point out that each phrase either is coming up with a solution, Accepting a solution, or Refusing a Solution. After each phrase is introduced, ask students which category it fits. Point out Stress in sentences and for the questions phrases ('Do you think there'd be any point in....?' and 'Would it be worth -ing ?') point out the rise/ fall in the intonation.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice.

Go to Slide 8 to introduce Controlled Practice. Show the different situations where people are asking for help with their different problems. Tell students to reply with the target language which is in the box on the right. Take another look at the box to highlight target language and encourage them to use this box to their advantage since our next activity won't have this reference. Introduce Solution- Accept refuse After peer to peer feedback we'll go back to the main room and teacher asks students what solution they proposed for different situations.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Tell students that they are now working on a team and need to agree upon a solution. They all work for the same business and have different problems at hand that they need to find solutions for. One person introduces a solution, another accepts/ rejects. When they reach a conclusion they can move on to another scenario. Give students about 7-8 minutes before Open Class Feedback. Elicit responses from different groups on what solutions they came up with for each problem.

Feedback and Delayed Error Correction (3-5 minutes) • To close the class by summarizing the target language, highlighting strong use of the language by students, and Correct Errors.

Ask students what our goal was today. Elicit- talk about solutions- Coming up with, Accepting, and Rejecting. Highlight some strong use of the language by different students and write an example of some Errors and correct them together. Close class by thanking students for their time and wishing them well

Web site designed by: Nikue