Functional Language
Pre-Intermediate level


In this lesson, students learn and practice functional language through a series of task-based learning activities in the context of explaining and dealing with problems.


Abc Web image

Main Aims

  • • To provide clarification and practice of functional language in the context of explaining and dealing with problems.

Subsidiary Aims

  • Learners will have also discovered new lexical items.
  • Learners will have also practised their fluency for speaking in the Post-task activity
  • Learners will also practice listening for specific information.


Lead-in (4-4 minutes) • To engage learners and activate their previous knowledge of topic area

T displays images related to dining in a restaurant, Jamboard Slide 1. Jamboard lists question with possible categories for answers to elicit responses from Ss in the context of explaining and dealing with problems. What things can go wrong when you go to a restaurant?

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

T shares Jamboard Slide 2 Instructions: These are the 4 phrases we are going to be working with today. T copies and pastes phrases in chat. T displays Jamboard Slide 3 Instructions: You will read 5 conversations. Please find the phrases that I've pasted into the chat in the dialog. ICQs: Are we reading for the general idea or to find specific information? To find specific information. Instructions: Please take a screen shot of the conversations. Please join the BOR to check your answers with your peers. T sends students to BOR to pair check their answers for 3 minutes. T conducts OCFB and displays correct answers, Jamboard Slide 4

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

T displays Jamboard Slide 5 with phrases. There seems to be a mistake Would you mind I’m (terribly) sorry Don’t worry about it T covers MPFA phrases. Meaning and Appropriacy: CCQs: Would you mind: Are you asking someone to do something? Yes Is this a polite way to ask for something? Yes Is this an informal, formal, or neutral way to ask? Neutral to formal I'm (terribly) sorry: Terribly means "very." Are you sorry? Yes Is this a formal way to apologize? Yes Don´t worry about it: Is the person trying to make me feel better about my mistake? Yes Is the problem a big problem? No There seems to be a mistake: Do I think there is an error? Yes Is this a formal way to ask about an error? Yes T displays Jamboard Slide 6 Instructions: Match the phrase with the reason we use it. Columns 1 = phrases Column 2 = Explaining a problem Making a request Making an apology Responding to an apology T send students to BOR to work with a partner for 2-3 minutes T conducts OCFB and displays correct answers as soon as students come back, Jamboard Slide 7 Form: T highlights that these are fixed expressions. CCQ: Can we change the word order in these phrases? No Pronunciation: Would you mind T highlights 'j' sound in 'would you' and linking 'would you' as one word. Drill and repeat. I’m (terribly) sorry T highlights stress on first syllable of terribly. Drill and repeat. Don’t worry about it T highlights linking 'about it.' Drill and repeat. There seems to be a mistake T highlights 'z' sound at end of 'seems.' Drill and repeat T highlights linking 'to be a' as one word. Drill and repeat

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

T displays Jamboard Slide 8 Instructions: Read these sentences (Ex 3a). You have 2 minutes. Instructions: Listen to the audio and write down the words that go in the blanks. T plays audio Instructions: I will send by chat the screen shot of the activity. Work with your partner to check your answers. You have 3 minutes. ICQs: Are we working individually or together? Together T sends students to BOR T conducts OCFB—Answer key will be displayed when they come back, Jamboard Slide 9

Freer Practice (10-10 minutes) • To allow students to use the language fluently

T displays Jamboard Slide 10 The menu is in a language you do not understand. Your food order is taking a long time to arrive. Your knife has fallen on the floor. The waiter has brought you something you didn´t order. There is a mistake in the bill. There is a large, noisy group of people at the table next to you. Instructions: Column A is a list of problems you might have at a restaurant, column B is a list of expressions we learned today. You will work with your partner taking turns being the waiter and the customer. Ask each other these questions and respond. You have 8 minutes which is a lot of time to practice so please take your time and try using these phrases in more than one situation. T demonstrates first question. As customer: "Excuse me, I'm terribly sorry but I cannot read this menu. Could you possibly bring me one in English?" Waiter replies: "Oh, I'm terribly sorry. Yes, I will bring you an English menu." CCQ: Will you take turns with your partner, sometimes pretending to be the waiter and other times pretending to be the customer? Yes T sends screen shot of Jamboard in chat T sends students to BOR

Feedback—DEC (4-4 minutes) • To provide learners with feedback on the completion of the task and language To provide students with free practice of the target language

T conducts OCFB following productive stage. T writes on screen samples of Ss production and nominates learners to identify and correct problems.

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