Diana Laura Rodríguez Patrón. Diana Laura Rodríguez Patrón.

Functional language.
Elementary. level


Abc PowerPoint Presentation.
Abc Zoom Board.

Main Aims

  • To introduce and provide practice of functional language to express opinions and give reasons.

Subsidiary Aims

  • Provide useful language for them to practice.


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

T shares screen and shows students PPP with two people talking. T ask them to think about what they are talking about. . T ask nominate 2 students to participate. T shows the real conversation which is about opinions.

Text work (gist). (7 minutes) • To provide context for the target language through a text or situation

T shares screen to a google Site and instructs that they will read a conversation and answer a question. “Do you agree or disagree with Patty?’ T shares the link in the chat box and makes sure that everyone has access. T instruct that they will have only two minutes so they will be reading for general idea. T ask ICQ's: If you only have 2 minutes you will read for general idea or detail? General. How many minutes you have? 2 mins. After the two minutes T instructs that they will compare answers with a classmate for two minutes in BOR. OCF.

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

T shares screen in PPP with a gap fill activity with TL. T ask them to use the annotation tool in zoom to write the correct option. T nominate one ss for each answer.

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

In the same Google Site there will be a matching activity where ss will match the phrase with what it means. T instruct that they will do this activity in pairs, in a BOR. And that they will have 3 minutes for it. T ask ICQ's: Are you going to do this in trios or pairs? Pairs. How much time will you have? 3 mins. After the 3 minutes T checks answers in OCF. T ask them to classify 3 sentences in Formal, Neutral and Informal. Then T asks the components of the sentence 'I think that animal testing is wrong'. e.g. 'Students, tell me what part of this sentence we can not change? (fixed) Okay, so the next word 'animal testing' what is it? A noun? T model the stress and the attitudinal intonation of the rest of the sentences and ask them for drilling.

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

T ask them to look at the third activity in the Google site (the blue one) and demos the first Q with the class as an example. T instructs SS to work individually for 3-4 minutes. SS work individually. T sends SS to breakout rooms to review their answers for 2-3 minutes.Encourage students to share screen with peers in BOR. T monitors every breakout room and takes notes to decide which items to spend more time on in OCFB. OCFB: T shares screen and nominates students to answer the questions. T types the answers into the Google Form as the students speak T ask if there is any question

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

T instructs students to look at the PPP, T ask them to choose one topic to discuss with a classmate. T reminds them to use the TL. T gives students one minute to think and take notes of their answers before sending them to BOR .After that sends them to BOR for 4 minutes. Students practice speaking in breakout rooms for ~4 minutes. T monitors each breakout room and takes notes on good language or corrections that need to be made. OCFB: Students express their opinions of the topic chosen and give reason.

Closing (5 minutes) • Provide Delayed Error Correction.

T highlights examples of good student language and provides opportunities for corrections for errors.

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