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 fluency speaking practice in agreeing and disagreeing in the context of a polite conversation
To provide gist listening practice using a text about 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.