Victor Victor

Functional language lesson
Upper intermediate level


To introduce and provide practice of functional language for making conversation.


Abc HO1 Language Task 2
Abc Google Form "Meaning"
Abc Google Form "Practice"

Main Aims

  • To introduce and to provide practice of language used for making conversation.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about making conversation.


Lead-in (4-6 minutes) • To set lesson context and engage students

Discuss the following questions with the learners: - When people meet for the first time, what kind of things do they usually talk about? - Do you ever find it difficult to keep a conversation going in these circumstances?

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

1. After having some seconds to read the following topics on the screen and ask the learners if they have any questions with the vocabulary, they will listen to an audio of two people meeting for the first time (Sean and Fiona) only once and they will select which of these were mentioned: - Where Fiona is from - The purpose of Fiona's visit - Details of Fiona's journey - How long Fiona will stay at the hotel - Fiona's job - Where Sean is from - Sean's job - Sean's plans for tomorrow - The purpose of Sean's visit 2. After listening, learners will tick next to the topics they listened with the annotate function on the screen and then the teacher will show the right answers. 3. Ask the learners if they notice any difference in the attitude of the two speakers (one wants to talk but the other doesn't)

Highlighting (4-6 minutes) • To draw students' attention to the target language

1. Learners will have some seconds to read the following questions before listening to the audio once more: - How does Sean begin the conversation? (Hi, excuse me, I couldn't help overhearing...) - How many questions does Sean ask Fiona? (6) - What kind of answers does Fiona give? (short sentences with not much information) - How many questions does Fiona ask Sean? (none) - Do you think she was rude? (learners' answers) 2. Answers are displayed and learners compare their own.

Clarification (9-11 minutes) • To clarify the meaning, form and pronunciation of the target language

1. The target language and its meaning will be introduced with the Google From "Meaning" (see "Appendix 1: Meaning") where learners will decide if the following sentences are useful to start or to end a conversation: - Nice to meet you. Did you have a comfortable flight? - Leave me alone, will you? - Hi! What are you doing here? - OK, I'll let you get on. - Well, I'd better be off. - Excuse me, could you help me? - Anyway, it's been nice seeing you again. - Sorry to disturb you. 2. The teacher will display the answers and then analyze with the learners the meaning, appropriacy and pronunciation (two examples of the analysis might be seen in "Appendix 2: TLAS" as reference).

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

1. Students will have 3 minutes to answer an online form (see "Appendix 3: Practice") with the useful language of the lesson. 2. Learners will check their answers in groups for 2 minutes before the teacher displays the answer key.

Free Practice (11-13 minutes) • To provide students with free practice of the target language

1. Learners will work in pairs (or trios) for 5 minutes and they will choose one of the following situations, one relationship and the role that each one will have. Then, they will practice acting out a conversation that goes on for at least 2 minutes, using the target language (target language, situations and relationships will be shared in the chat box - see "Appendix 4: "HO1 Language Task 2"): Situations - at an airport, in a hotel lounge, in an office, in a café or bar, at a tourist attraction, your own situation Relationships - old friends who haven't met up for a while, acquaintances who meet unexpectedly, new work colleagues, complete strangers, good friends 2. Randomly, some pairs will act out the conversation with the rest of the class, asking the rest of the students to count how many times they used the target language and if they could identify any mistakes.

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