TP6 - Functional Language
Aims: To provide clarification and practice of language used for giving advice
By the end of the lesson, students will have had the opportunity to explore some useful language for talking about feelings and to practice speaking fluently about their feelings and what makes them feel that way.
To provide an opportunity to read and listen to functional language in the context of making suggestions
Procedure (35-45 minutes)
1. T presents the first slide to the Ss and asks for examples of advice they have received and who gave it to them. 2. T provides a model: My former work colleague told me I should by Crypto Currency in 2017, but I didn't take the advice. 3. T nominates different Ss to engage the class and prepare them for what is to come.
1. Teacher shows Ss the transcripts of 5 people giving advice and asks them to read individually and guess the jobs of the 5 speakers as a reading for gist task. 1 minute is provided for this. 2. T then conducts brief feedback (1-2 minutes), asking which jobs they think the speakers have and why they think so. Also inviting other Ss to say if they agree. 3. T then shares a pdf of the transcripts and asks Ss to listen for the missing words in the gaps. 4. T provides the answer key and quickly runs through each gap. Asks Ss if there were any they don't understand well.
1. T shows Ss google slide of the 7 expressions and a table for them to categorise them into commonly used as dos, don'ts and both, eliciting whether they agree or disagree. 2. On the next slide, T asks CCQs for meaning: CCQs: Can you choose not to take / follow the advice given? Is the person giving the advice confident they are correct? 3. T then asks the next questions about form, as shown on the slide, highlighting which language typically or has to follow the functional language, how some of them can be negated, and whether they all require a noun to follow. 4. T then moves on to slide on pronunciation. Asking Ss which words they would stress, which words are connected, and whether to is strong or weak. 5. T, both during the above pronunciation and at the end, drills Ss individually and chorally on correct pronunciation.
1. T shows Ss a slide with a gap-fill task. Ss are given 1 minute to read it through individually. 2. T sends Ss to breakout rooms to work in pairs on filling in the gaps for 3-4 minutes. 3. T brings learners back and conducts whole class feedback on correct answers, focussing on any areas of weakness noted or Ss questions.
1. T shows Ss slide with questions from the textbook and tells them they will work in pairs to create a list of 5 dos and donts for a topic they choose. 2. T sends Ss to breakout rooms for around 5 minutes. 3. T conducts open class feedback to obtain their answers. 4. T runs through some DEC points picked up during the freer practice exercise above.