Cheveno Wallace Cheveno Wallace

TP-6 Functions Lesson
Upper Intermediate level

Description

In this lesson, students learn about functional language related to offering opinions and giving examples.

Materials

Abc Powerpoint Presentation
Abc SpeakOut

Main Aims

  • By the end of the lesson students will have been introduced to and have had practice of functional language used for offering opinions and giving examples in the context of mini debates on topical issues

Subsidiary Aims

  • To provide fluency speaking practice through mini debates on different topics so as to put the functional language learned to practise
  • To provide gist listening practice using a text about intelligent people in the context of importance of considering real life experiences over qualifications

Procedure

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

The teacher will ask students to consider intelligence in animals and give their opinion on the following question: "Are animals intelligent or is it a matter of instinct?" The teacher will include his opinions at some point whilst listening for the expressions used by the students to give opinions and examples and draw their attention to them in the following stage.

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

The teacher will share the expressions used by the students for opinions and examples and ask in general "In what situation do we use these expressions? (Giving opinions and examples). Students will then listen to a recording and answer two questions as a gist task. "What do they talk about" "What is the specific topic of the discussion" The teacher will then check the answer in OCFB. If students are reluctant to answer the teacher will do nominatiing.

Listening for specific information (4-5 minutes) • To enable learners to listen for key words pertaining to the target language in the text

Students will listen to the audio a second time and complete the google forms by selecting the expressions for offering opinions and examples mentioned in the text. The teacher will then check the answers in OCFB by nominating some students, and draw attention to the six (6) expressions to be analyzed in the class.

Language Presentation (10-12 minutes) • To cover the MFPA of the target functional language of the lesson

The teacher will systematically analyze each market sentence for opinions and examples individually looking at the meaning, form, pronunciation, and appropriacy in detail. The teacher will employ eliciting and exemplification for the Meaning. The Form will be shown in the presentation along with other versions of the expression. The Pronunciation stage will analyze sentence stress, connected speech, and intonation. Finally, students will be asked if these expressions have an informal, neutral, or formal tone in order to check appropriacy.

Freer Practise (12-15 minutes) • To provide an opportunity to practice target functional language

Students will be introduced to the productive task of speaking where they will conduct mini debates on different topics. Students will be given 1 minute to prepare their ideas for each topic and then in break-out rooms will share their opinions with their classmates and give examples. Students will be reminded of the expressions which are to be used during the debate. The teacher will use the first topic as a model and have a discussion with a student. Students will speak for around 5 minutes in breakout rooms and then return for OCFB on the content that was discussed. This step will be repeated twice or maybe three times if time allows.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

After every mini-debate there will be reporting in OCFB, however, the teacher will monitor the interaction in the breakout rooms during the debates and note all errors made. At the end of the class, in the last 3 minutes or so general comments will be given and delayed error correction conducted.

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