Carlos Josue Canizales Carlos Josue Canizales

Functional Language Lesson
Upper Intermediate level



Main Aims

  • To provide students with clarification of meaning, form and pronunciation of exponents related to the function of "giving opinions"and practiced these in a controlled and freer exercise.

Subsidiary Aims

  • To provide practice listening for specific infromation, reading for gist and develop secondary skills


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

T shows two pictures one that has a coal and other with a footprint and the teacher will ask studnets to guess the meaning of the pictures (These two pictures will be used for the students to feel relaxed at the beggining of the lesson). Then T ask a few easy to answer questions. Have you ever heard of carbon footprints? (If Ss answer yes, they will have to give a brief explanation, if no T says, carbon footprint is the total amount of greenhouse gases that are generated by our actions). What things increase our 'carbon footprint'? (Ss give their examples).

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

For gist: T ask Ss to make a list on "different ways that people can reduce their carbon footprint" this has to take about a minute or two.T asks for a few Ss to share one of their opinions. T plays the audio (3 min) T asks students if the things they listed where similar to the ones that appeared in the audio.(1 minute max students should answer yes or no) Intensive task: T shares a google form where they have to fill in the blank with different phrases that expresses "giving an opinion". The phrases are: 1.-I think people should (have the right to) ... 2.-I just don't think it's right that ... 3.-Maybe, but I don't see how (we) can .. . 4.-Fair enough, but I still think (that) ... 5.- No, that's not what I'm trying to say. 6.-What I meant was ... 7.-That's an interesting point. 8.-I've never really thought about that. This will be filled while the students listen to the audio.

Clarification (5-10 minutes) • To clarify the meaning, form and pronunciation of the target language

For meaning: T shares a link to a google forms, the G-forms have the same phrases the students' answered before, where they have to choose if the phrases are used for GIVING YOURSELF TIME TO THINK, GIVING OPINIONS,,CLARIFYING YOUR POSITION or GIVING THE OPPOSITE OPINION. (the task will take about 3 minutes probably less). Answers: 1.- Giving opinions 2.-Giving the opposite opinion 3.-Clarifying your position 4.-Giving yourself time to think With appropiacy: T asks "Are they formal, informal or neutral?" they are mostly neutral. Form: There is not that much to explain with form neither, most of them are fixed or semi-fixed phrases, most of them only need a complement which is marked with ellipsis points.Also T has to explain why are there words in parenthesis. (The words that are in parenthesis demonstrate that they are not necessary in the phrase or that can be change by other verbs, determiners or nouns). Pronunciation: T models the pronunciation for the first phrase, then asks Ss to start drilling, then ask specific students. After T asks Ss "what is the pronunciation of this phrase?"

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

T sends Ss via chat a word document that has a conversation with gaps, Ss will have to answer it inside a BOR (The answers will be based on the previous language ), so it has to be answered in teams. Task completed: Tony:1. I think _people should_ leave their cars at home more often. Eddy: Maybe, 2. but _I don’t see how_ you can ask everyone to give up their cars. T:3. No, _that’s not what I’m trying to say_. 4. What _I meant_ was people should use public transport if they can. E: 5._Fair enough, but I still_ think a lot of people prefer to drive. T: 6._All I’m saying_ is that cars are a big environmental problem. E: Yes, 7. _but then again_, public transport is expensive. T: I know, but 8. _it’d be better_ if we thought about how much transport costs the planet, not just ourselves. E: 9._That’s an_ interesting point. I’ve never 10. _really thought about that_. (the task takes about 5 min) Ss get out of the BORS and T starts asking for the answers and explanations why. Ss receive immediate feedback.

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

T gives a topic to every pair of Ss to discuss it inside BOR depending on the BOR, (stduents will be asked to use the new learnt phrases during the lesson). Inside them Ss have to give their opinion on each one of the topics (Depending on the number of students they will be separated on pairs, trios or quartets), BOR's topics: 1.-public transport 2.- recycling 3,- the fast-food industry 4.-factory farming 5.-low-cost airlines 6.-renewable energy (between 6-8 minutes) T gives feedback and DEC on the conversations the studnets gave.

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