Marina Marina

TP 6_Marina Arca
Elementary level


In this lesson, students will be introduced and provided with practice of functional language to agree and disagree.


Abc Speak Out, SB, Pearson
Abc Zoom
Abc Google Functionalities

Main Aims

  • To provide clarification and practice of language used for agreeing and disagreeing in the context of technology

Subsidiary Aims

  • To provide review of language used for agreeing and disagreeing in the context of technology


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Teacher displays a slide with pictures of an agenda/calendar and asks the following lead-in questions: What do you think we will be talking today? Are we going to talk about future plans or past events? As SS provide answers, the teacher can also provide different questions with options if students do not provide enough answers or to help them Then, T asks SS to work in BOR for two minutes to discuss what are they doing this weekend, their opinions/plans and how much they rely on that happening T asks comprehension questions in relation to the activity. T> S "What do you have to do ?, Do you have to type something? How much time do you have?" Once time is over, all SS go back to them main room and T asks about their discussions. Teacher highlights what SS say and if there is any new comment/opinion, then T adds it to the list on the slide.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T displays a text on the screen. T says "Here we have a conversation between three people talking. Can you see it? So, who are the people in the conversation? Number one is... (SS answer Cathy, Anthony and and Berta) If they don't answer correctly, T will help them elicit the answers) T says: "Read the text for one minute. If you have only one minute, do you think you have to read this fast or slowly? Do you think you will have to focus on something specific or just have a general idea of the text?" Then, T shares the link to the text and shows question 1: Teacher reads it aloud and says.. "Answer the question by using the chatbox" As SS write their answers, T reads them aloud and asks each ST about their answers.. "Why do you think "X" is the correct answer? Where did you find it?" Talking to all SS, T says "so basically the correct answer to the question is... " T completes the question.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING: Teacher shows Google Jamboard and says: "We are going to work on meaning now. There are sentences here and there are three different categories respesented with an image "Agree (thumbs up), Disagree (thumbs down and expressing opinion (Bubble). You have to tell me what do these phrases really mean/want to express. Teacher reads aloud the categories. T models the first one as an example: T chooses a ST and asks him/her to solve the first item by checking the phrase in context (going back to the Exposure text and reading the phrase in the paragraphs) T refers to the large group and says " You will now work in BOR for this activity. Please go back to the text so you can see the context and choose the correct answer. When time is over, correction takes place in the main room. APPROPRIACY T discusses the formality or informality of the phrases below. T and SS discuss in which contexts they can use them according to their appropriacy. I’m afraid I totally disagree. That's right! FORM: T asks students to identify form as formulaic components of the sentences: T elicits the structure of the sentences below by asking questions to SS. Twrites down the structure below the sentences and provides options for the 2nd part (to show there is a fixed part and a part which can vary) I really don’t see ( + )what the problem is I'm not sure about (+) that PRONUNCIATION: T models two sentences and asks SS to identify where the stress is located. T focuses on sentences stress and explains to SS that all function words are generally stressed. T inserts circles to represent stress above the sentences. T models the sentence stress pattern and asks SS to drill. * * * I think the problem is with websites * * * I’m afraid I totally disagree.

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

T presents the activity to SS. T models the activity by asking a S to answer the first one. T asks CQQ to check SS understand what to do. Then, SS are encouraged to work individually. Finally, group correction is carried out.

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

T shows a slide with two statements and tells SS they will practice speaking in BOR. They should express their opinion in relation to the statements. For this, they will apply the functional language learned in this lesson. T models the activity. Students are mixed every 4/5 minutes. When time is over, SS go back to the main room where a group discussion is carried out. Time for feedback and correction is provided at the end of the lesson.

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