Donna Hancox Donna Hancox

Functional Language: agreeing and disagreeing
Pre-intermediate B1 level

Description

In this lesson students will use the functional language of agreeing and disagreeing to practice speaking in controlled and semi-controlled activities and produce the TL in free practice activities.

Materials

Abc Course Handbook

Main Aims

  • By end of the lesson students will be able to produce the TL with some fluency.

Subsidiary Aims

  • To provide controlled and semi controlled practice speaking using the TL (agreeing and disagreeing) in the context of expressions opinions of controversial statements.

Procedure

LEAD IN - Present the Context (6-7 minutes) • To introduce the concepts of agree and disagree in the context of work through eliciting student's opinions.

Picture of a factory worker on the WB with the statement 'People should not be allowed to work more than thirty-five hours a week. Elicit Do you agree or disagree? Why? Point to strength continuum on WB Agree --------------------------------Disagree Record key words and phrases on the WB as Ss share their reasons. This is our lesson today agreeing and disagreeing (write on WB) At home I agree when my boyfriend wants me to watch television. I disagree when he wants to watch a football game! When do you agree? disagree?

Pre-teach Vocabulary - Controversial Subjects (7-8 minutes) • To provide the context for the lesson (controversial statements) and pre teach vocabulary needed to discuss these issues.

WB Display Display one photo and sentence at a time on the WB. Read the sentence and elicit choral drilling. (use of intonation) As Ss the following questions for each photo: What is this? What is he/she doing? What are they doing? Sentences: People should not be allowed to smoke in outdoor public places. People should not eat meat. People should not hunt animals for sport. CCQs: Outdoor public places Draw a house - is this a public place? NO it is just for your family and friends - people you know. Draw a restaurant - is this a public place? YES is this an outdoor public place? NO Show picture - is this an outdoor public place? YES CCQs: hunting for sport Show hunting picture - is he doing this for fun? YES (sport) Will he eat the animal? MAYBE CCQs: vegetarian Is he a vegetarian? NO

Introduce the TL (3-4 minutes) • To review and highlight language features relating to expressing opinions.

Refer to WB Photos and 4 agreement labels: Refer to each statement: Do you agree, partly agree (maybe), disagree, strongly disagree? Refer to each sentence again and post labels: When we agree we can say .... I completely agree When we partly agree we say ... I’m not sure When we disagree we say ... I don’t agree When we strongly disagree we say ... I don’t agree at all We can also say ..... People should not ... People should .... I think ….. is wrong. I don't think so. You must be joking!I

Matching Activity (6-7 minutes) • To review the TL.

Mix the phrases up on the WB Chesting: explain the HO Ss complete the table with the phrases. Peer checking

Controlled Practice (5-6 minutes) • To practice using the TL - PW

Modelling with a S. using WB words T explanation: Using the language on the HO. Work in pairs. Number 1 and 2 Choose a statement as a class (T elicits the statement) 1s agree or partly agree 2s disagree or strongly disagree Controlled practice

Semi Controlled Practice (5-6 minutes) • To practice using the TL - WC Debate

Organize class All number 1s opposıte Number 2s T models Controlled practice

Fluency (6-7 minutes) • To provide free practice (fluency) in using the TL.

Individually students write a statement. Mingling Ss walk round and show their statement to another S who then gives their opinion.

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