Evangelia Evangelia

Functional language for opinions, agreeing and disagreeing
Pre intermediate level


Main Aims

  • To provide clarification, review and practice of language used for opinions, agreeing and disagreeing in the context of free university education

Subsidiary Aims

  • To provide fluency and and use of relevant language through speaking practice in the context of a real- life conversation where they'll need to agree or disagree with the topic


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

1. I am welcoming the Ss, asking how they are and sharing my screen showing the photo of the University of Patras and the question "Are Universities free in your country? If not, how much do they cost?" 2. I'm telling Ss that in Greece universities are free and government also provides us with coursebooks. Only, some master degrees have fees but not very expensive. On the PhD level there are no fees but sometimes is difficult to get a scholarship. 3. "What about you guys?" (Ask 2 students)

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

1. "Now we're going to listen to 5 friends talking about education in their country. Listen and count how many of them think education should be free. (3: Amy, Carol and Ben) Audio 48 CD1. I'm sharing my screen from the word doc Text (3 min) 2. "Perfect. Now this is the transcript of the audio. Please read it individually and highlight the phrases that people used to ask for/express opinion, agree or disagree. You have 2-3 min. (3 min) 3. Perfect I'm now putting you to BOR put the phrases in the correct categories in the table below. (agreeing, disagreeing etc). You have 1-2 min (2 min)

Highlighting (1-2 minutes) • To draw students' attention to the target language

1. I'll show the material text_opinions,agreeing,disagreeing where I have highlighted the phrases in each category with different colour and I have completed the table below. 2. "So, these are the phrases we use. Do you agree?" (Yes) "Do you have any question? (Ss: Yes, that's true and exactly are ways to agree, right? T: Yes they are but it's not target language for today)

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

1. I show the material where they Ss have already put into categories the exponents and I ask Which words show us an opinion? (think) Which words show that we have the same opinion with someone else? (agree, definitely yes, you're right, I think so) Which words do we use when we have different opinions? (disagree, definitely not, I'm sorry I don't agree, I'm not sure about that) Which is a polite way to disagree? ( I'm not sure about that) Which is a very strong disagreement, maybe impolite? (No, definitely not) Are there contractions? (I don't , I'm , you're ) So, Is this formal or informal speech? (informal) Pronunciation I'm showing the phrases of the word Do you agree with Mary? (agree stressed, gree stressed, intonation rising yes/no question) Yes, definitely. (yes, definitely stressed, de- stressed) Maybe you’re right. (maybe, right stressed, may stressed) I’m not sure about that. (sure, that stressed) No, definitely not. (all stressed) Make students listen to me twice. Then make them repeat all together twice and then individually nominating them

Controlled Practice (9-10 minutes) • To concept check and prepare students for more meaningful practice

1. I share the material FL_Controlled Practice with them in the chat and I share my screen. 2. "Here you're going to work individually. First you have to produce the correct phrases putting the words in order. Let's do together the first one Sury. (What do you think about that, George?) 3. Then you have a text with gaps. There are 4 conversations. You have to fill the gaps with the phrases in the box. Let's do the first one (I'm sorry I don't agree. I'm writing that in the question 1 below the photo) (5-6 min) 5. I'm putting you to BOR to check your answers. You have 1-2 min. (1-2 min) 5. I show the correct answers and share them with them. "Do you have questions?" (1-2 min)

Free Practice (7-8 minutes) • To provide students with free practice of the target language

1. I share the photo of freer practice and say: " You have 2-3 minutes to think about your opinions (if you agree, disagree with the following statements). Then I'll put you to BOR to discuss with your classmates. (2 min) 2. Now, I'm putting you to BOR. Talk with your classmates and try to use the phrases that we learnt. You have 3 minutes, Then I'm switching you. (3 min) 3. I broadcast message I'm switching you guys. You have 3 min more (3-4 min) (throughout the practice I'm monitoring the rooms and I'm collecting errors in a doc)

DEC (3-4 minutes) • To elicit from students the corrections to their phrases

1. I show my screen and ask Ss how can we make that better?

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