Iuliia Iuliia

Iuliia TP6 Functions
Upper-intermediate level


In this lesson the student will learn and practice in both controlled and freer way the functional language related to describing feelings and comparing them. This is a text-based lesson so firstly the learner will have a gist task and then proceed to guided discovery of the functional language followed by practice.


Main Aims

  • To provide clarification and practice of language used for describing feelings and comparing them with other people.

Subsidiary Aims

  • To provide gist reading practice using a dialogue about feelings and comparing to other people.


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

T shows slide 1. There are pictures related to different feelings. T elicits what people experience in the photos and elicits the topic of the lesson. T moves on to slide 2. To engage Ss more T sends them to BoR for 2 minutes to talk about their experience of having such feelings recently. T also demoes before the Ss start. After that there is OCFB on what the students heard from their peers. Possible ICQs: How much time do you have? ( so that they know they do not need to dwell too much on the topic as it is just preliminary stage)

Text work (3-4 minutes) • To provide context for the target functional language through a text

Ss are given a dialogue which they need to read quickly and identify if the speakers have the 1. same feelings about everything they talk about 2. different feelings 3. both same and different depending on the particular thing. ICQs: Are you reading quickly or slowly? After Ss read the text they need to vote on the right answer. T carries out the FB.

Clarification (14-15 minutes) • To clarify the meaning, form and pronunciation of the target language

T tells the students they will need to work together and work with the phrases from the same dialogue. There are two parts. First, they will categorise the phrases related to describing feelings and comparing them. Next, they will choose the forms that they can use after the phrases. After that the right answers are given and the meaning, appropriacy and form of the following function language items is clarified in whole class discussion: 1. What about you? 2. I love it when ... 3. Do you feel the same way about ...? 4. Me too! 5. Something that makes me feel embarrassed is ... Pronunciation is also covered after it with the focus on sentence stress, linking, elision and attitudinal intonation.

Controlled Practice (7-8 minutes) • To let Ss see and practice the functionak language in the context and prepare them for freer practice

In this stage students will need to work individually for 2 min and fill in the gaps in the dialogue with the phrases clarified during MAPF stage. After that the Ss are sent to BoR to compare their answers. Next T shows the correct answers and ask one or two CCQs in order to check if everything is clear.

Freer Practice (8-9 minutes) • To provide students with free practice of the target language

T tells the students they will talk to their partners about things that make them feel certain way (laugh/ frightened/ depressed etc) and find out if they feel the same way. T also draws Ss's attention to the fact they will need to use the target language by demoing with one of the Ss. T also needs to point out that in 3 minutes they will have a different partner to discuss the same questions.

Feedback and Delayed Error Correction (5-6 minutes) • To provide feedback on students' production and use of functional language

First, T conducts content FB based on their findings from the speaking stage. Possible questions: do you feel the same way about the things you've talked about? Is there anything you have completely different perception of? T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences/ words/ expressions and correct the latter ones. Then T deals with the OCFB and gives the right answers, works on some pronunciation issues and also comments on good language if needed.

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