Susan Susan

TP6 - Functional Language - Susan Davis
Elementary level


Functional Language - Text based framework


Main Aims

  • To introduce and provide practice of functional language through text reading in the context of deciding what to do

Subsidiary Aims

  • To provide a space and opportunity for ss to practice their speaking fluency.


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

T greets and welcomes ss, sends link to Jamboard and introduces the first activity reading the context phrase and asking the ss to add post-its with their ideas on what the two friends can do during the holidays. Ss have two minutes to add the activities they suggest. ICQ. What do you need to write? things they can do / places where they can go. ICQ. How long you have for this activity? 2 minutes

Text work (7-8 minutes) • To provide context for the target language through a text or situation

T will show ss parts of a dialogue for them to put in the correct order. This dialogue will introduce them with some phrases used in this context. Then T will show them two very short texts for them to read and ask them a few questions related with the functions found in the texts.

Clarification (10-10 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING T will elicit the understanding of the difference in the phrases: "would you like to" and "do you want to" by giving them some phrases and an exercise for them to group the phrases in two categories. CCQs. *Do I know what my friend wants to do? No *Am I suggesting going to the park? Yes *Do I want to go alone? No FORM T will elicit the understanding of when to add an “s” and when not to, in he/she/it phrases, by giving them some phrases and an exercise for them to group the phrases in two categories. FCQs *Does the Wh word go after the auxiliary/modal verb? No *Does the auxiliary verb “do” change when used with he/she/it? Yes *Do the verbs “want to” and “like to” change when used with he/she/it? No PRONUNCIATION In this substage, T will drill with students the phrases to practice the pronunciation. Ask them individually to pronounce one phrase at a time and ask another ss to say if they think the pronunciation of their peer was correct or they need to modify something. APPROPRIACY T will give ss some examples so they can see the difference in appropriacy when changing the intonation. T will ask ss to give some examples of their own.

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

T will give ss a cloze exercise for them to fill in the gaps as a preparation for the speaking activity. Ss. will have 2 minutes to work on it and then we'll have 2 minutes to check the answers.

Free Practice (8-10 minutes) and Delayed Error Correction (5 minutes) (13-15 minutes) • To provide students with free practice of the target language

FREE PRACTICE (8-10 minutes) T will provide clear instructions on the speaking activity, will give them 2 minutes for them to think on a place close to their homes, where they would like to go for a day. ICQ. For the first 2 minutes, will you reflect individually or in a group? individually. T will then send them to BORs so they can interact in pairs/small groups and do a role play. They will have 5 minutes. ICQ. How many minutes do you have for this speaking activity? 5 minutes. DEC (5 minutes) T will give them positive feedback and mention things they can improve. T will tell ss that we are finishing the lesson and ask them if they have any final comment or question.

Web site designed by: Nikue