Richard B. Eaton Richard B. Eaton

TP 6 Text based Functional Language
Upper Intermediate level


Main Aims

  • To provide exposure to functional language "for reaching a consensus".

Subsidiary Aims

  • To provide specific information listening practice using a text about Reaching a consensus


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

T shares Google Slides presentation. First slide shows the question, "Think about a time you were in a group and had to reach a consensus." T sends Ss into breakout rooms to discuss for 2 minutes. Then Ss come back and they discuss a couple answers as a group.

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

T shares Google Forms link with detailed questions about the following audio. Ss get 1 minute to read through questions. T plays audio (2:13) for students to listen to and answer questions on google forms. Students are then put into breakout groups to share answers with each other for 2 minutes. OCFB, T goes through correct answers of Google Forms questions.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T shares Google Forms questions concerning highlighted TL. T demonstrates how to answer first questions. Ss have 2 minutes to complete. OCFB when students return.

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

M: Teacher shares Google Jam Board with first slide showing categorization of phrases from audio. Ss are instructed to work in groups and place phrases into correct category. (2 minutes) T demonstrates one for example. T breaks up students into groups and they work in breakout rooms on this exercise. OCFB when Ss return. F: T shares next slides on Google Jam Board showing discourse markers and phrases from the audio with same discourse markers. T asks Ss to answer the two questions, "What are these phrases called, and where do you place them in the sentence?" T places Ss into breakout rooms to answer in groups (2 minutes) Then Ss return for OCFB and to the following slide where Ss choose which sections of the sentences are fixed and which can be changed. A: T shares next google slide showing double ended arrow labelled "weak" and "strong" and T asks students which suggestions are weak and which are strong and moves them to the correct location. P: T shares last Google Jam Board Slide showing three phrases emphasizing sentence stress, linking, and intonation. Ss drill sentences several times.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T shares Google Forms with controlled practice exercises. Ss have 1.5 minutes to work on this individually. Then T places Ss into breakout rooms to check answers together for 2 minutes. Ss return for OCFB and T goes over correct answers.

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

T shares Google Slides, slide 2 with Ss with discussion questions. "Imagine you are a government committee deciding on the best way to disseminate information to the public. Discuss which methods you think are the best and explain why. After coming up with several ideas, come to a consensus on one best method." T demos one opinion. T places Ss into breakout groups to discuss and come to consensus.

Delayed Error Correction (2-5 minutes) • Examples of correct and incorrect language use.

T uses whiteboard to write examples of correct and incorrect language use allowing Ss to evaluate and correct any mistakes.

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