Amanda Amanda

09.29.21 CELTA TP6 Functional Exponents
Upper Intermediate level


Functional language lesson - functional exponents: phrases of opinion


Abc Audio File from Course Text
Abc Google Form
Abc PPT Presentation
Abc Wordwall Task/Exercise

Main Aims

  • To introduce Ss to and provide practice of functional language for giving and reporting opinions

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation of opinion


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

Show Ss PPT #1 with images of contrasts to illustrate opinion. Spec.: Prefer having kids or pets; pizza or salad; Let's do it vs. Nope; Mex. soccer team v. Italian soccer team. Elicit from students what these have in common. Guide discussion toward opinions.

Exposure/Gist Listening (4-5 minutes) • To provide context for the target language through a text or situation

Shows Ss PPT #2 and introduce them to the audio text - six people discussing their opinions on three different topics. Gist task: As you listen, listen for and record: The topic the person is responding to: Banning smoking Make it illegal to use surrogate mothers Banning animal experimentation/testing 2) What the person’s opinion is of the topic on a scale of 1 – 5. 1 = Completely Disagree with a ban/to make illegal 2 = Somewhat Disagree 3 = Not sure / neutral 4 = Somewhat Agree 5 = Completely Agree with a ban / to make it illegal Use this form to record your answers: Link is to a Google Form that lists each speaker in turn. Students click radials to identify their selection of topic (from 1 above) and the speaker's opinion of the topic (from 2 above). (3-4 mins,) After, Ss are shown PPT #3 with the answers to check.

Detailed Listening (4-5 minutes) • To draw students' attention to the target language

Ss are shown PPT #4 for the detailed listening task: As far as I’m ________, people should be allowed to do it. (1) _________would say that it’s wrong. (1) I’m _________ that it should be stopped. (2) It’s _______80% or something of smokers want to give up anyway. (2) Well, I must say, I haven’t really ___________. (3) I haven’t really made up my mind about it, ___________. (3) I know that some people believe that all experiments should be banned, but I don’t _______________with that. (4) _______, no, I don’t agree with it. (5) Erm, it doesn’t really ___________. (6) Ss listen to the recording again and fill in their answers by writing them down, screen shot of text. Ss are shown PPT #5 with the answers. Time for Qs.

Clarification/MFPA (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss are shown PPT #6 with TL: As far as I’m concerned ... I’m absolutely convinced … I haven’t really thought about it. To be honest, ... I don’t completely go along with that. Frankly, no, I don’t agree. It doesn’t really bother me. PPT #7 has link and directions to a task to reinforce meaning: Please go to: You will see the seven phrases we have learned today in response to “We should go to the lake this weekend!” Match each response to the appropriate category. Does/Is the response: Agree / somewhat agree with the idea of going to the lake Neutral / undecided Disagree / somewhat disagree Ss complete the task and then results are analyzed and discussed. Qs answered. PPT #8 for FP: Modelling/drilling for P.

Controlled Practice (9-10 minutes) • To concept check and prepare students for more meaningful practice

Ss shown PPT #9: Let’s Practice! Select a topic below and select three phrases to use with it. Write 2-3 sentences that express your opinion about the topic. (3 mins.) Then tell your partner/s what you wrote in rooms after (5 mins.). Slide includes prompt list: Is it important to: Read books? Learn a new language? Exercise? Work long hours? Keep up with local news? Keep up with world news? Or choose your own! And list of TL phrases.

Free Practice (11-12 minutes) • To provide students with free practice of the target language

PPT #10: More Practice! Select any topic and discuss with your partner/s. Have a back-and-forth conversation – use as many phrases as you can! Ss are shown same two lists as previous with prompts/topics and the phrases to use.

DEC FB (4-4 minutes) • To clarify and correct errors in TL use during FP

Write errors or exemplary language use on the board. Elicit correction from students where applicable.

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