Stuart P. Horsey Jr. Stuart P. Horsey Jr.

TP6.February5th
B2 level

Description

I will demonstrate and encourage proper use of and understanding functional language as a concept. This lesson will involve examples of how to interrupt someone or introduce themselves as the functional exponents.

Materials

Main Aims

  • To give practice to comprehend formal & informal manners of interrupting someone.
  • To instill appreciation for and practical use of functional language in regards to interrupting someone in a non-abrasive, polite manner.

Subsidiary Aims

  • To illustrate the concept of functional exponents.

Procedure

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

Using Google Jamboard, I will simply ask students to give me one or more ways they know how to interrupt someone, to begin contextualizing this lesson.

Exposure (7-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

First, I'll play an audio for the class to listen to in order to consume some examples of the functional language that I'm introducing in the lesson. Then, I will merely ask in an open class manner for people to name different forms of interrupting and whether they were appropriate or not, especially when referencing the audio. I will use CCQs to help foster more understanding as well. It's absolutely possible to play the audio twice, as well (it is a minute and sixteen seconds long). I will be playing it off of my device in the interest of time and keeping the class on the same page.

Useful Language & MFP (12-12 minutes) • To highlight and clarify useful language for coming productive tasks

In this stage I will touch on the meaning, form and pronunciation of various formal and informal phrases that can be used for technically interrupting someone. I will use a spectrum type symbol to illustrate the gradients of formality of these expressions. I will also explain rising and falling intonation and get the students to practice these intonations with the functional exponents provided.

Productive Tasks; Controlled Practice followed by Free Practice (16-16 minutes) • To provide an opportunity to practice target productive skills

First, the learners will be presented with a controlled practice, all multiple choice and based on the content from Slides, and the MFP of presented phrases. This should take no more than 3 - 5 minutes to complete. Then we will just go over things and transfer, with a moment for questions, perhaps another 3 minutes in total. Then I will send them to breakout rooms for at least 8 minutes to make a free practice as if they were in a meeting and having a bit of a debate, in order to utilize the functional exponent of interrupting someone appropriately in real time.

Feedback and Error Correction (7-7 minutes) • To provide feedback on students' production and use of language

I will dedicate this final portion of the class to provide any necessary and beneficial feedback on the free and controlled practices, along with the DEC on Zoom Whiteboard.

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