Liam Smith Liam Smith

TP6- Functional Language
Upper Intermediate level


In this lesson the learners will look at functional language based on the topic of 'interrupting someone appropriately'. We will start with a lead in prediction task, allowing the learners to elicit the topic. They will then discuss a topical question in break-out rooms before sharing their answers to the whole class. Learners will then listen to audio and be required to identify the functional language within it. We will then cover meaning, form and pronunciation of the language in detail. Learners will then carry out a controlled task, where they will put the functional language into practice. We will then go into a Free practice task, where the learners will be able to talk about the topic with each other. We will finish the lesson with OCFB and DEC.


Main Aims

  • To provide exposure and practice of Functional Language

Subsidiary Aims

  • To provide practice for both Speaking (Productive) and Listening (Receptive) skills


Lead-in (3-5 minutes) • To set lesson context and engage students

1. T welcomes Ss to the lesson and shares Google Slides document. 2. T asks Ss to predict topic of lesson based on images. (1 minute) 3. T displays a topical question and model answer. 4. T places Ss in BOR to carry out task. T will monitor (3 minutes) 5. T then nominates Ss to share answers and offers feedback and correction if applicable. (1 minute)

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

1. T informs Ss that they will listen to audio and they will need to identify the functional language within it. 2. T plays audio for Ss. (2 minutes) 2. T nominates Ss to provide answer. 3. T confirms answers. T asks CCQ's to check understanding. (3 minutes)

Clarification (11-13 minutes) • To clarify the meaning, form and pronunciation of the target language

1. Meaning -T will ask Ss to decide whether the language is formal or informal. -T places Ss in BOR's and monitors. (2 minutes) -T nominates Ss to share answer and confirms. -T will ask follow up questions (CCQ's) (2 minutes) 2.Form -T informs Ss they will think of alternate language for form task -T places Ss in BOR's and monitors (3 minutes) -T nominates Ss to check understanding. T will ask CCQ's. (2 minutes) 3. Pronunciation. -T models pronunciation for Ss and ask Ss to assimilate. -Ss identify stress and linking within the functional language. -T provides confirmation, feedback and asks CCQ's (4 minutes)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. T introduces role-play task. Informs Ss they will take it in turns to interrupt and be interrupted using the TL. (1 minute) 2. Ss placed in BOR's. T monitors (5 minutes) 3. OCFB and asks Ss to share answers. This is followed by DEC (4 minutes)

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1.T informs Ss they will create their own scenario and practice this (1 minute) 2. Ss placed in BOR's, T monitors progress. (4 minutes) 3. T carries out OCFB and nominate Ss to share answers. 4. T goes into DEC and displays strong/weak answers for Ss. (4 minutes) 5. T thanks Ss for their participation and wishes them a good week.

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