Michael Michael

TP 6: Functional Language
Pre-Intermediate level


In this lesson, I'll teach the pre-intermediate class appropriate ways to agree or disagree with people in various settings (Formal, casual, neutral)


No materials added to this plan yet.

Main Aims

  • Empower students to express their opinions in the context of a conversation about what makes people happy.

Subsidiary Aims

  • Students will be able to express their opinions appropriately in formal and informal settings.


Warmer/Lead-in (4-4 minutes) • To set lesson context and engage students

T writes a declarative statement about happiness ("Nothing's better than a nice cold drink"), nominates 2 students to agree or disagree. T asks why, then re-writes their response as "I agree/disagree BECAUSE..." to model TL for the lesson.

Presentation Through the Text (6-8 minutes) • Give students the GIST of TL as it's naturally spoken

T draws class's attention to a GOOGLE FORM with GIST questions, sends link to Ss. T plays audio for Ss twice, while they answer GIST questions relevant to TL. | (Who is more formal - Charlie, or the Therapist? (The Therapist) Does the therapist agree with what Charlie is saying? (no) (Optional/Bonus: Does anybody say the words "agree" or "disagree?" (No)) NOTE: Instead of the textbook activity, I am highlighting TL for this lesson in an authentic language text. It's a funny video clip of a person using formal language to disagree with somebody speaking very informally. I want to use this to scaffold towards a more nuanced understanding of how to disagree politely or rudely in English.

Clarification (12-12 minutes) • Thoroughly dissect MF(a)P for TL

T uses SLIDES as a visual aid for the following: MEANING: T shows 4 phrases on a jamboard. Elicit responses from students to organize the phrases from most to least affirmative. CCQs: Which sentence agrees the MOST? CCQ: Which phrase is most polite? CCQ: Which phrase disagrees the most? FORM: Using JAMBOARD, T elicits responses from class to order phrases from MEANING from most to least affirmative. CCQs: Must we always say "agree" or "disagree?" (no) Can we disagree formally? (Yes) APPROPRIACY: T elicits responses from Ss to organize the 4 phrases from MEANING in order of formality. CCQS: Why is this more formal? / Does this respect the other person's opinion? Class drills Pronunciation together. If it looks like students need more time on MFP and we might have to skip controlled practice, T checks accuracy by sending ALTERNATE GOOGLE FORM ACTIVITY, with fewer questions.

Guided Practice (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Ss get 6 minutes to work alone on a GOOGLE FORMS activity. They'll see one statement with an opinion, and have to write 4 sentences of their own to agree and disagree with it using the phrases from CLARIFICATION.

Free Practice (10 minutes) • Give students a chance to use these phrases in real discussions

Ss get 3 minutes to write as many sentences as they can about what makes a person happy. After 3 minutes have elapsed, Ss go into Breakout rooms for 5:00 to agree or disagree on the things that make them happiest. When the BoRs close, T segues into FEEDBACK.

Feedback (8 minutes) • Highlight examples of good language, let class figure out how to improve faulty language.

Elicit OCFB - "Who can tell me what makes a person happy?" "Who had a disagreement?" "Did anybody agree with everything their partner said?" DEC - Highlight 2 strong examples of speech, and 2 sentences that could be improved. Elicit responses from Ss to improve the latter.

Web site designed by: Nikue