New lesson plan: Functional Language

Osama

Functional Language - Upper-Intermediate level

Functional Language
Upper-Intermediate level

Description

In this lesson: Ss will have a Lead-in about the aim of the lesson. It's about two pictures about exaggeration and understatement. To prepare them for the topic, I’ll show them some pictures about the key vocabulary to know the meanings. For controlled practice, Ss will answer the question 3 and 4 at SB p.78. For semi controlled practice, Ss will answer the question 5 at SB at p.78. For free practice, I will ask them to work in groups to use exaggeration and understatement. The last will be the feedback.

Materials

Headway Upper intermediate p.107, student book. Liz & John Soars, 2019. Oxford University Press.

Power Point slides (Teacher made)

The audio Headway_5e_Upper_Intermediate_SB_Track 9.6.

Headway Upper intermediate p.107, student book. Liz & John Soars, 2019. Oxford University Press.

Power Point slides (Teacher made)

The audio Headway_5e_Upper_Intermediate_SB_Track 9.6.

Main Aims

• for students to understand and use lexical items related to exaggeration and understatement.

Subsidiary Aims

• By the end of this lesson, Ss will be able to express about the context of “exaggeration and understatement.” by using speaking skill.

Procedure (34-45 minutes)

Lead-in (2-3 minutes) • To set lesson context and engage students

-T greets Ss and shows Ss two pictures about exaggeration and understatement. -Ss are given two minutes to discuss the pictures. - T elicits from the answers that Ss have an idea about the topic.

Exposure (2-3 minutes) • To provide context for the target language through a text.

T asks Ss some questions about the topic like why do we use exaggeration and understatement? How can we make exaggeration? Ss are given two minutes to discuss the questions. T elicits from the answers that Ss have a clear idea about the target language.

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

T shows Ss four sentences about the topic. T asks Ss to read the sentences carefully. T asks Ss to guess which sentence has exaggeration and which sentence has understatement. T elicits from Ss the answers.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

T shows Ss pictures and definitions that are related to "exaggeration and understatement" . Ss will elicit these words. They are ....................... T will make correction for the students’ answers. T will show Ss how to pronounce these words through drilling.

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

T asks Ss to answer the question by listening to task 4 p.78 at SB. T asks students to to work in pairs through breakout rooms to make underline for exaggerations and circle for understatement. T chooses Ss to answer. T checks the answers of the students.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T asks Ss to answer question 5 at p.78 SB T asks Ss to answer the questions by using exaggeration. T listens to the answers of Ss. T plays the recorder to Ss to know more expected answers.

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

T asks Ss to make a dialogue in the groups to ask and answer by using exaggeration and understatement? Ss prepare the task in the groups. T chooses Ss from each group to have free practice about the topic. T gives Ss their feedback.