Andrea Garcia Andrea Garcia

TP 6 Language Focus
Upper-intermediate level


In this lesson, students will learn functional language to agree and disagree politely in the context of tastes in films, music, and books.


Abc Upper-intermediate student's book

Main Aims

  • To provide practice of language used for agreeing and disagreeing politely in the context of tastes in films, music, and books.

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about agreeing and disagreeing politely in the context of movies.
  • To provide fluency speaking practice in a conversation about sharing and agreeing/disagreeing politely with other people's opinion in the context of tastes in films, music, and books.


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

Teacher will ask students their opinion about what they think is the best film series: Star Wars or Harry Potter. The teacher will ask who agrees or disagrees to incite the functional language that will be learned in the lesson.

Text Work (6-8 minutes) • To provide context for the target language through a text or situation

Students will listen to an audio about two persons discussing movies. Task 1- Gist: Students will hear the audio (2 min) and decide which statement is true and why: -They agree on most things. -They don't agree on very much. OC, 2 min. Task 2-Specific information: Students hear the audio (2 min) again while they complete a fill-in the blank activity where they will be exposed to the target language. OC, 2 min.

Language Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Agree and disagree politely. Teacher will emphasize how to soften disagreement expressions to sound polite. Students will do MFPA tasks: 1) Meaning: SS will group statements intro Agree, Disagree, and Soften Language. Jamboard in BOR, 2 min. OCFB to further clarify, 2 min. 2) Form: T will elicit the form from students. OC 4 min. 3) Pronunciation: T gives an oral model of each sentence. Elicit students the stressed words. Focus on intonation. OC 4 min.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Students will complete a hand-out containing disagreeing statements that they have to soften to make them polite by adding the functional language. Google Forms, BOR, 5 min. OCFB 2 min.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Students will do a role-play speaking task, asking each other about their tastes in films, music and books. Students will agree or disagree to their opinions, using the useful language previously learned. BOR, 6 min. OCFB, 1 min

Feedback & DEC (3-4 minutes) • To provide learners with feedback and inform them of how they did with regards to content and language used.

Teacher conducts OCFB. Teacher conduct DEC (accurate and inaccurate language).

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