TP6 Functional language
intermediate to advanced level
To provide clarification of language used for agreeing and disagreeing in the context of polite conversation
To provide gist listening practice using a text about agreeing and disagreeing in the context of a polite conversation
To provide fluency speaking practice in agreeing and disagreeing in the context of a polite conversation
Procedure (36-47 minutes)
T shares Slides and asks Ss "Were your parents strict about food and meal times when you were a child? If so, in what way? " T gives example and sends students to BORs or continues as OC discussion. (3 min)
T shares slide of family photo from the text. T asks students what they think they are talking about. Children? what about children. T instructs Ss to listen to the conversation and name the 2 topics they discussed. T plays audio Ss name topics and T writes on board. T asks if they always agreed? Today we will learn some language to use when agreeing or disagreeing in polite conversation.
T shares Slide of 4 phrases and asks if they are used to agree or disagree. T shares pictures from the next slide to clarify meaning. Declares extreme examples and Asks ccqs : Men are smarter than women. Does this mean you don’t understand or maybe you were not informed? That’s the dumbest thing I’ve ever heard. I politely disagree The united states have a great president. Should you not say this because you may get arrested or murdered? I politely disagree English is a great language to learn because 20% of the world's population can speak it. Is learning English sharp? What point are they referring to? point of view I agree with your point of view Learning English is challenging but rewarding and useful. Does “mean” represent “angry?” What is “mean” short for? meaning I understand your meaning. T- also states: You can add a “BUT” after the positives to disagree . . . . for added politeness and asks for examples. T clarifies form by asking parts of speech and if different tenses can be used. T clarifies pronunciation and stress with choral and individual drilling. T- shares screen of Jamboard and conversation script. OC participation. Complete the phrases.
T- shares slide of example sentences, asks one student to read and another to choose a response. Elicit reasoning and explanation.
T shares slide of Instruction for freer practice. Shows example (next slide) and shares a list of example topics. T- Demonstrates with a stronger student. Sends Ss to BOR for 4 minutes. reconfigure BOR for 4 more minutes. ( 8 minutes total). T monitors, notes misuse of language, and writes on board for DEC. OCFB elicits comments and responses from Ss. Elicits self-correction from sentences on the BOard.