Musa Musa

Functional Language
Upper - intermediate level


The students in this class are a mixture of male and female Mexican native Spanish speakers. They are a very engaging class as they have an upper level of English language comprehension.


No materials added to this plan yet.

Main Aims

  • To provide Functional Language for Speaking- Interrupting-

Subsidiary Aims

  • To recycle some functional language. To develop listening skills and how to interrupt a conversation.


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

I will show the students, a slide from google jam board and ask the students if they know the two people displayed in the slide. what do you think they are doing here? I then send the students in BORs to discuss who the target individuals are for 2min. After the BORs I will nominate the one student from each BOR to share their findings then we do OCFB.

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

Here I will share audio with the students and ask them to listen to the audio and fill in the blanks with a provided list of words on sticky notes. For this I will ask students to work as individuals, then in teams of twos or threes in BORs. then after we do OCFB

Clarification (12-12 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING: I will again share my google jam board and give students a list of sentences. I will then ask the students to re-arrange these in order of politeness. From the most polite to the least polite. . Then I will send them into pairs or threes for group discussion and finally OCFB. FORM I will show the slide and elicits students to identify the verb forms in some of the sentences and the different types of sentences by matching the sentence with the sticky notes. For this, I will send the students in BORs and finally finish with OCFB . PRONUNCIATION I will show the slide and elicit from students stressed words in sentences and the intonation.

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

I will share my screen on slide 6 and give students a conversational task. The exercise in this task will be to fill -in the missing words. then after, students will be asked to dialog in twos. one being person A and the other person B. For this task, students will work in groups of twos/threes and finally OCFB

Freer Practice (8-8 minutes)

I will share my slide 6 and ask students to discuss the merits and demerits of the once highly publicized Mexican border wall. For this task, I will ask students to go into groups of threes for 8 mins, switching positions every after 3 mins. Finally, we will debrief in OCFB

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