TP6 Functions
Upper-intermediate level


In this lesson, students learn about agreeing and disagreeing through guided discovery based on watching vide about children eating habit. The lesson by students watching a picture about people talking about children eating habits.


Main Aims

  • To provide review and practice of language used for agreeing and disagreeing politely”. in the context of Children feeding habit

Subsidiary Aims

  • To provide clarification of language used for agreeing and disagreeing politely”. in the context of Children feeding habit and how they should eat.


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

INSTRUCTIONS: Teacher starts the lesson by showing the first image. T will ask in OC what they can see and what they think the topic of the lesson will be. The teacher explains the meaning of the chart and ask the student What do you think are the relationship of the people? Next, the teacher will show the second image and ask SS to read the questions briefly: What do you think they are doing? Where are they? Do you think they have friendly faces or do you think they are unhappy about something? Students work in BOR / 3min DEMO: T gives one or two examples: “In my case I have mixed opinions. T gives instructions and sends SS to BOR. Feedback: Nominate a few learners for content they shared.

Text Work (2-3 minutes) • To provide context for the target language through a video or situation

The learners listen and watch a video to get them to notice the functional language. T shows the task then OCFB (2 min) T elicits from SS and summarizes content.

Language Clarification (10-12 minutes) • To draw studen To infer the meaning from context and clarify the form and pronunciation of the language needed for the task.

What language can we use to say that we're agreeing or disagreeing politely? We will explore: T shares the link for the first task to focus on meaning and form: MEANING/FORM TASK: On jamboard DEMO: T demos shows the screen and gives instructions. FORM T shows the slide and elicits the differences between the two types of sentences. OCFB PRONUNCIATION T shows slide

Controlled Practice (8-12 minutes) • To concept check and prepare students for more meaningful practice

T ask SS to fill in the gaps in this conversation between Colin, Amanda and Val with words T share SS the link for exercises ( T instruct SS to do it individually. T ask SS to check the answers among themselves in BOR ( 3 min.) T discus with SS and summarize.

Free Practice, Feedback and DEC (6-10 minutes) • To provide students with free practice of the target language

T ask SS to agree and disagree politely about the following questions: Should parents be strict about food and meal times? Should children be giving food they don't like, but it is good food for their health?

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