Andre Farant Andre Farant

TP6 - LP - Functional - AF
Upper Intermediate level


This functional language lesson will allow students to practice giving and reporting opinions.


Main Aims

  • To introduce functional language for giving and reporting opinions, including one's own opinion, the opinion of others, and uncertainty.

Subsidiary Aims

  • To provide accuracy with the use of functional language for giving and reporting opinions.


Lead-in (3-5 minutes) • To set lesson context and engage students

I simply ask Ss what they do to find a good place to eat in a new city or neighborhood. I model the answer by explaining that I might look for suggestions online, such as on Culture Trip, but that I prefer to get suggestions from local friends or connections, when possible, because I trust their opinion most.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I have Ss listen to the audio, which is just over 3 minutes in length and features 6 speakers responding with their opinions to 3 separate questions. Gist: On a first listen I ask Ss to indicate which speaker (1 to 6) is responding to which of the three questions (A, B, C). After the listening I present them with the answer key. Specific Information: On a second listening, I have them indicate whether each speaker agreed, disagreed or was unsure (Y, N, U) regarding the question they were asked. I again give them the answer key immediately.

Highlighting (2-4 minutes) • To draw students' attention to the target language

I have students match word chunks to complete 6 exponents featured in the listening and to be used throughout the lesson. I give them the answer key and ask if anyone has any questions regarding the language.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

M - I ask Ss to indicate which of the 6 exponents are used to express their own opinion, report someone else's opinion, or indicate uncertainty A - I ask Ss to place the exponents in order from most to least direct (ex: "I'm convinced that..." is more direct than "If you ask me..."). I spend a bit longer here to ensure that Ss understand that certain exponents can be used to soften one's opinion for certain contexts and situations. F - I ask Ss to put two of the exponents into negative form (from positive). I then ask them to change two negative exponents to positive. P - I read each exponent out loud as part of a complete sentence and ask Ss to identify which word is being stressed.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

I present Ss with four topics - a terrible singer, pets in hotels, a fantastic movie, legalizing marijuana - and ask them to express their own opinion or report on another's opinion on these topics using the 6 exponents previously examined. I present them with two of my own examples, though using different topics: "If you ask me, motorcycles should be illegal." I elicit the topic: motorcycles or the whether or not motorcycles should be legal/banned "I am absolutely convinced that Maluma is an alien." I elicit the topic: Maluma, aliens or Maluma is an alien. I then ask students, calling on those who haven't spoken yet, to present their sentences.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I ask Ss to discuss the best restaurants in their city or neighborhood using the functional language explored. I first model my own answer out loud, using several exponents. I then present them with a few other topics they might want to discuss, if restaurants don;t engage them, as long as they give their opinions. I leave the 6 exponents up on the screen for their reference and give them 6 minutes to discuss their answers in BORs. We then review their answers in OCFB and conduct DEC.

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