Pamela Pamela

Upper Intermediate level


In this lesson, students will learn functional language for Making their Point in the context of Climate Change. They will learn 10 key conversational fixed phrases and a flexible one divided in 4 categories: giving examples, stressing a point, rejecting an argument and challenging a question to allow them have the opportunity and develop the ability of speaking fluently while discussing Climate Change. Students will have a controlled practice activity to replace 7 phrases to ones with similar meaning and a free speaking activity to use and enhance the functional phrases taught in the lesson.


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Main Aims

  • • To provide an introduction to, clarification of, and practice with functional language used for making their point in the context of Climate Change.

Subsidiary Aims

  • • To provide awareness and practice of functional phrases in the context of Climate Change.
  • • To provide fluency speaking practice when making their point using functional phrases in the context of Climate Change
  • To practice listening for gist and listening their partners when making their point in a discussion of Climate Change.


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

T will project a Jamboard Slide/ PowerPoint with one question and one picture and share the link with the Ss. 1. T will ask Ss' as an open class discussion what they think is the cause of climate change. T will instruct Ss' to answer in 1 sentence. T will nominate 3 or 4 students to provide ideas. (2 minutes) 2. Then, T will instruct Ss' they have 3 minutes to discuss (in breakout rooms) with their partners in small groups of 3 (or pairs) if climate change is man-made or a natural phenomenon? T will use CCQs to check if Ss' understood the instructions given. How much time do you have? Are you going to discuss in pairs or small groups? T will nominate Ss' to share what they talked about in 2 sentences and gives feedback. Questions: 1. What causes climate change? 2. Discuss with your partners if your think It is man-made or a natural phenomenon?

TEXT WORK (GIST) intensive task (8 minutes) • To introduce new language in context for the lesson by listening/reading for gist to get them to notice the functional language.

1. T projects a Jamboard/PowerPoint slide and shares the link with the Ss. 2. T will allow Ss to observe a slide with instructions to listen to a conversation of four people discussing Climate Change and indicate who says (9) phrases jumbled on the slide. Note: Ss will be able to see the names of the people they will hear, know what topic they will approach and read quickly some sentences that can help them not be nervous due to the fact that many consider Listening to be complex. Ss will listen as a whole class activity. (Audio lasts 2:09 minutes) T instructs Ss they will have 3 minutes (in breakout rooms) to do the task with their peers before peer correction and T feedback. Extra activity: (If Ss finish the activity before time) 3 minutes T will instruct Ss to read 5 statements quickly and decide as an open class discussion if they are true or false. Teacher will play the audio again which takes 2:09 minutes and Ss will answer as fast open class discussion T-S.

Language Clarification for the functional exponents (12-0 minutes) • To highlight and clarify useful language for coming productive tasks. MFP(A)

Meaning: (estimated time 4 minutes) T will instruct Ss' to match the functional language to 4 categories. (GIVING EXAMPLES, STRESSING A POINT, REJECTING AN ARGUMENT, CHALLENGING A QUESTION). T will tell students they will have 2 minutes to work in small groups (or pairs) in breakout rooms to do the activity together. T will check all slides to see what Ss' have done and then, work in one slide and nominate students to say where the phrases belong and give feedback if necessary as an OCD. Form/Appropriacy: (estimated time 4 minutes) T will project a slide with the phrases and categories and one direction for Ss' to follow to start the activity. Think: What kind of phrases are they? Fixed phrases T will say that they are all sentences to make their point in a real life conversation. T will use CCQs and extension sentences to elicit information of form from students: CCQs • Can you move any of the components in a fixed phrase? No • Which is the flexible phrase from all? The Point is that… (the noun can be replaced by idea or main issue) • What happens if I remove (don’t) in this phrase? (I (don’t) believe it simply because …) • Can we change anything here? No • Are these phrases formal, informal or neutral? Neutral Pronunciation: (estimated time 4 minutes) T will project another slide with 4 sentences, one from each category and will go over: Linking sound, stress, emphasis and intonation. T will ask teacher how they think the phrases sound and drill for choral repetition and individual repletion if there is time.

Controlled Practice (8 minutes) • To provide an opportunity to practice functional language in the context of Climate Change.

T will instruct Ss' to read quickly and fill in the gaps with similar ones. T will tell students they have 4 minutes to work with their peers in break out rooms. Then, T will instruct Ss' she will swap them for 2 minutes for peer correction, before 3 minutes of open class feedback. T will nominate Ss' for answers quickly. 2 minutes. Note: The reading provided is the audio's script.

FREE PRACTICE (8 minutes) • To provide students with free practice of the target language

T will instruct Ss' to discuss with their partners why Climate Change is a serious problem for our world and how does it affect our lives? T will tell students they have 6 minutes in breakout rooms before open class discussion where T will nominate 2 students to tell what they talked about. T: Tell us what you talked about in 2 sentences. (2 minutes to listen students) and give feedback.

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