TP6 - LP - Functional - AF
Upper Intermediate level
To introduce functional language for giving and reporting opinions, including one's own opinion, the opinion of others, and uncertainty.
To provide accuracy with the use of functional language for giving and reporting opinions.
Procedure (35-47 minutes)
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.
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.
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.
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.
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.
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.