Isadora Espinoza Isadora Espinoza

TP 6 Functional Languages
Upper Intermediate level

Description

In this lesson, students learn and practice functional language to give opinions and trying to change someone's opinion in the context of teachers skills. Navigate B2 page 43

Materials

Edit?usp=sharing?size=16&default=html Lead in
Edit?usp=sharing?size=16&default=html Text work
Edit?usp=sharing?size=16&default=html Meaning
Edit?usp=sharing?size=16&default=html MFP
Edit?usp=sharing?size=16&default=html Controlled practice
Edit?usp=sharing?size=16&default=html Freer practice

Main Aims

  • To provide practice and clarification of language used for to provide exposure to functional language to give opinions and trying to change someone's opinion in the context of teacher skills and education

Subsidiary Aims

  • To provide fluency

Procedure

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

Teacher will ask one question that will open the class topic inquiring personal opinion

Text Work (6-8 minutes) • Have the learners listen to the recording to get them to notice functional language. Adapt a task.

Send the link, take one minute to read the dialogue. Listen to the audio and fill in the blanks with phrases from the box, use the letter from the phrases. BOR for compare answers (3 minutes) Share the answers in class.

Language Clarification (12-15 minutes) • Cover MFP (A) for the functional exponents

In order to provide the meaning, Ss will classify the phrases in right column. Column 1, giving opinions, column 2, trying to change someone's opinion. (6 minutes) Compare answers in class and analyze contexted speech from some of the phrases. (6 minutes).

Controlled Practice (6-8 minutes) • Adapt a task to get learners practice the exponents

Ss will have to put the conversation in the correct order. The conversation will have the phrases learned.

Freer Pratice (6-8 minutes) • Design a task that gets the learners to practice the language meaningfully

Ss will discuss with the peers about what should an online S be like using phrases the bank phrases.

Feedback & DEC (3-5 minutes) • To provide learners with feedback and inform them of how they did with regards to content and language used

Teacher writes down examples of language overheard during breakout rooms. Teacher comments good language use, elicits reformulations, and elicits corrections from Ss for any mistakes.

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