Omelia Omelia

Functional Language
Upper intermediate level level


In this lesson, students will get clarification and practice of language used for making & responding to suggestions. This will be done with a gist and detailed listening tasks. After, the MFAP of the TL will be covered so that students can maximize the opportunity to use TL in a controlled and freer speaking practice.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of language used for making & responding to suggestions

Subsidiary Aims

  • Listening for gist and specific information


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

T shares screen with students "When did you last go out with friends?". Give Ss a minute to think of their response. While students are thinking T shares her answer to the question. T elicits a response from students. T may ask students follow-up questions "Where did you go and whose idea was it to go there? Did you enjoy yourself? Why?/Why not?"

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

Students will listen to a dialogue and answer the following questions: 1) What do you think is the relationship between Chloe and Tina? 2) What was Chloe and Tina trying to? 3)In the end, what did Chloe & Tina do? Instructions: Listen to the dialogue and answer the questions. Audio plays for 2 minutes After the audio, I will ask 3 students their answers to 1 of the questions. If the answer is wrong I will ask if any other student has another answer. 

Then I will share the answers and give students a little time to check their answers.

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

Students will listen to the audio again and do a fill in the blank activity. Instructions: Quickly read these phrases. You are going to listen to the audio again and fill in the blanks. The worksheet is in the chat. Audio plays for 1 minute. T shares answers with students on the slide. T suggest students take a screenshot. T asks if students have any questions

Language focus (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

To cover meaning T shares with students that these phrases are used when making and responding to suggestions. 
CCQ: Are there any phrases you’re not sure about ? To cover appropriacy T asks students “Are these phrases formal or informal?” 

To cover form T asked students what words they notice come after “wouldn’t mind” and “feel like” T also highlights the form of I’d rather. To cover pronunciation T focuses on sound stress and intonation. T will model pronunciation using the MERD model.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

Instructions: You will be working individually to correct the mistake in each sentence. You have 2 minutes. 

T does an example with students. 

Shares the worksheet in the chat with students. ICQ: How many minutes do you have? (2) While students do activity T creates BOR for students to check answers. 
 T shares with students they are going into the BOR to check answers. They have 1 minute to quickly check answers. After BOR, T shows answers on the slide. Give students a moment to check their answers. T asks if students have any questions about the answers. T suggest students take a screenshot.

Freer Practice (10-15 minutes) • To provide students with free practice of the target language

Instructions: Make a list of some places to go and things to do in your city. You have 2 minutes 
. While students are scaffolding T rearranges BOR T tell students they are going into BOR for 8 minutes. Instructions: Speak with your partner about the things on your list. Agree on some things to do and when to do them. 
 Q: Does anyone have any questions? 
ICQ: How many minutes? (8) 

T monitors BOR takes notes for Feedback & DEC. 

T sends BOR broadcast. You are switching partners.

Feedback (5-6 minutes) • To close task, correct mistakes, and improve learners' language

Highlight good use of the TL and provide a few errors students made during freer practice. T and students will go through sentences to make corrections on form or pronunciation.

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