Sarah Hong Sarah Hong

Functional Language
Upper Intermediate level


In this lesson, students practice using functional language to talk about who is coming to dinner. The lesson begins with questions about picture of well-known people sitting round a dinner table. This is followed by a gist activity for the model conversation text. Key phrases are extracted from the text and clarified, before students check their accuracy in the controlled practice exercises. Then students discuss in groups who they will invite and agree upon where their dinner guests will be seated. The lesson ends with feedback on the speaking activity.


Abc Slides
Abc Exercises adapted from upper intermediate student coursebook

Main Aims

  • By the end of the lesson, learners will have practiced and revised functional language used for explaining choices, agreeing and discussing options in the context of who is coming to dinner.

Subsidiary Aims

  • Learners will also have practised reading for general understanding (gist) in the context of a conversation about who is coming for dinner.
  • Learners will also have practised their fluency for speaking in the freer practice conversation about who is coming for dinner.


Lead-in (3-5 minutes) • To set lesson context, engage students, and activate their previous knowledge of topic area

-T displays picture of famous people round a dinner table, asks "who do you recognise?" -Instructions: Why are all these people together at the dinner table? -T demos answer. -Learners discuss their ideas in OCFB, 2 mins. -Scripted transition: Now let’s read a conversation about deciding who to invite to dinner.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

-T puts google sites 1 link in chat box, asks learners to open link, checks learners have it. Instructions: Read the text quickly and decide: Were they able to decide where to seat all the guests for dinner? -You only have 1 minute. - There are two exercises. We'll just do the first exercise. Please don't submit your answer. -ICQ: Do you need to understand every word? (No, just focus on the question) -ICQ: Which exercise will you do, the first or the second? (the first) -ICQ: Do you need to submit your answer? (No) -Learners read and answer individually, 1 min. -Instructions: Ok, don't tell me your answer yet. Tell each other why you think the answer is yes or no. -Check answers in pairs, 1 min. -T conducts OCFB. -Scripted transition: Now let's look at some useful language.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

- T conducts OCFB and covers MPFA for expressions used to explain choices, agree and discuss the seating plan, taken from the model conversation. MEANING: - T scrolls down to the second Google form 'Choose the correct meaning' (in the same Google Site) - Instruction: answer these in BOR with partners. You have 1 min. ICQ: Are you working individually or in pairs? (in pairs) - Learners match meaning of phrases to correct options (3 choices) - T conducts OCFB and elicits meaning of more challenging phrases through synonyms: what's a synonym for 'get on with someone'? (be friendly to someone) what's a synonym for 'do we all agree that'? (is everyone happy with) CCQ: Does 'I've always wanted to' mean that you have already done something, or that you dream of doing something? (dream of doing something) FORM -T displays googles slides, form slide, highlights fixed/semi-fixed expressions, asks: which parts of these phrases stay the same and which parts can change? what part of speech comes after this phrase> - T demos, elicits answers, writes possible substitutions PRONUNCIATION -T displays pronunciation slide -T reads and drills sentences chorally and individually -T elicits key sound features, including linking, stress, weak sounds, intonation APPROPRIACY -T displays appropriacy slide -T asks 'Are any of these phrases informal?' (highlights contractions, 'get on') -T asks 'So, which one could you use in formal writing?' (highlights formal word ideal and lack of contractions in 'I think Nelson Mandela is the ideal guest because…') -T highlights 'not sure it’s a good idea to', asks 'Is this polite or rude?' (polite, because it's indirect, a soft no, suggests the possibility of options). Scripted transition: Now let's do some practice.

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

-T puts google form practice link in chat box, asks learners to open link, checks learners have it. Instructions: Choose the correct option. -T demos first answer -You have 2 minutes to answer by yourself. Please do not press submit. -ICQ: Are you working in pairs or individually? (individually) -ICQ: Do you need to submit your answer? (No) -Learners read and answer individually, 2 mins. -Instructions: Ok, now check your answers with each other in breakout rooms. -Check answers in pairs, 3 mins. -T conducts OCFB, shows answers, highlights and elicits reasons for a few of the more challenging answers. Scripted transition: Now it’s time for some speaking.

Free Practice (6-8 minutes) • To provide students with free practice of the target language in a fluent and communciative way

-T puts google site 2 link in chat box, asks learners to open link, checks learners have it. Instructions: Agree on six famous guests for a dinner party AND decide on the best seating plan. -T demos, reminds to use the new vocabulary You have 5 mins to talk together in groups. -ICQ: Which famous people are you talking about, the ones in the picture at the beginning or your own choices? (Own choices) -ICQ: How many famous people do you need to invite to dinner? (six) -ICQ: Do you have to think of all the famous people yourself or agree together as a team? (agree as a team). -ICQ: After you have decided who to invite, what do you have to do? (Decide the seating plan of who each person sits next to) -Learners work in groups and discuss, 5 mins

Feedback (5-6 minutes) • To provide learners with feedback and correction on the completion of the task and language

-T displays 'Before we finish' google slide -T conducts OCFB, says 'Tell me about your ideas, did you agree about who to invite? -T gives positive feedback about good language use, suggests some reformulation. -T highlights any pronunciation errors in use of target language, elicits correct pronunciation. -T writes on google slide samples of learners’ production, shares google slide link, sets a task in pairs for learners to identify the 1 correct and 2 incorrect sentences and correct the 2 incorrect ones -Instructions: Find the ONE correct sentence and change the other two. ICQs: Will you write your answers on the screen or talk to your group? (talk to group) -Learners work in groups, 2 mins. -T conducts OCFB on task, elicits and annotates corrections.

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