Yolanda Argumanis Yolanda Argumanis

Functions lesson
Upper-Intermediate level


In this lesson, students review and practice the use of expressions for making suggestions and responding to them.


Abc Face2Face coursebook CD3 track 3

Main Aims

  • To provide clarification and practice of language used for making suggestions and responding to them in the context of making plans to hang out with a colleague.

Subsidiary Aims

  • To provide gist listening practice using a text about making plans with a colleague in the context of a conversation at work.
  • To provide accuracy speaking practice in a conversation in the context of making plans with a colleague.


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

1. Show 4 pictures of advertisements and elicit what the ads are for. (a film, a concert/gig, a Mexican restaurant, a night club) 2. Ask students what their ideal weekend activity would be. OCF.

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

1. Tell the students that they will listen to 2 colleagues making plans. They have to answer: - What do they decide to do? (Go to The Rocket) - Did they decide quickly? (No) 2. The students listen to the audio once. OCF. Ask them if they have similar conversations with their friends or colleagues.

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

1. Ask the students if they remember any expressions that were used to make the plans. 2. Tell them that we will now focus on studying some of the expressions for making suggestions and responding to them. 3. Explain that they will work together in groups for 5 minutes to answer 5 questions. 1. Match the headings to the right group of phrases. ________ (Asking if the person is free:) - Have you got anything on this Saturday? - What are you up to on Sunday? ________ (Making a suggestion:) - I wouldn't mind going to that. How about you? - Do you fancy going to hear them play? ________ (Refusing a suggestion:) - I'm sorry, but I don't feel up to going to a club. - I'd rather give that a miss, if you don't mind. _________ (Saying you have no preference:) - I’m easy. Whatever you like. - I'm not bothered either way. 2. What follows Have you got anything on… and What are you up to…? (a time expression) Do they refer to a present or future time? (a future time) 3. Which of these phrases can't be followed by a gerund (verb+ing): • I wouldn't mind… • Do you feel like…? • I’d rather… (X) • Do you fancy…? • I don’t feel up to… 4. Do you consider the refusals polite or impolite? (Polite) 5. Which expressions do you consider more informal? (from Q1) 4. Upload the exercise and send the students to BORs. 5. OCF. Focus on Meaning (If I have got something on, am I busy or free?), Form (gerunds and base forms, time expressions), Appropriacy (formality, politeness) Pronunciation (intonation, connected speech). Drilling

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

0. Tell the students they will now practice using some of the expressions. 1. Show them a text with 8 gaps and prompts. Tell them to use the promts to complete the text with the right expression. Give the students 4 minutes of individual work. Check instructions. "PENNY: Hi, Ben. BEN: Hi, Penny. Look, ________________________________ this Sunday? (got / anything) P: Not much. Why? B: _______________________________ to see my new band? (fancy / come) The gig starts at 8. P: Oh no, I can't. I'm having dinner with my parents. B: Don't worry, that's OK. P: Some other time, perhaps. B: So, what _______________________ tonight? (up) P: Nothing much. Do you want to do something? B: Well, ____________________________ a film. (not mind / see) How __________________ ? (you) P: Yes, I'd like that. There’s The Matrix and Avatar. Which do you prefer? B: _________________________________ . (not bothered / either) It's up to you. P: Let's go see The Matrix, then. It’s at 8.20. B: OK. That’s fine. ________________________________ (feel / like / have) something to eat first? P: Sure, what kind of food do you fancy? B: _______________ (easy). __________________________ (like)." 2. Share the PDF file with the gap-fill activity and send them to BORs to check their answers for 2 minutes. 3. The students return to the main room. OCF. Show answers after eliciting them.

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

Are you free this weekend? 1. Give the setting ("Your new colleague (B) has just moved to the city and wants to go to hang out."). 2. Tell the students to write down 3 activities they can do in the city. Give them 1 minute. 3. Explain the role-play activity: A: Suggest some activities you think they’ll enjoy. B: Refuse some ideas and make some suggestions of your own. Use some useful expressions. Change roles. Tell the students to use the expressions from the previous exercises. 4. Check instructions, share PDF file where they can find the activity, and send the students to BORs to work in pairs for 6 minutes. Monitor closely and note down some of the students' mistakes. 5. Students return to the main room. OCF: - What did you decide to do?

Feedback and Error Correction (5 minutes) • To provide feedback on students' production and use of language

1. Show students some of the sentences with mistakes and words that were mispronounced noted down during the monitoring phase. 2. Elicit the correct syntax/lexis and pronunciation. Students correct their own mistakes. 3. Drill.

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