Abby Swinney Abby Swinney

TP6 Functional Language
Upper Intermediate level


In this lesson, students will learn and practice useful expressions for debating an argument. First, students will listen to a conversation which uses the functional languages. Then, students will complete activities in order to understand the dialogue and identify the language. Next, students will analyze the meaning, form, pronunciation, and appropriacy of each expression. After that, students will practice the language with a controlled activity. Finally, students will have the opportunity to use the functional language with a freer practice activity.


No materials added to this plan yet.

Main Aims

  • To provide practice of language used for debating an argument.

Subsidiary Aims

  • To provide gist listening practice using a text about being for/against plastic surgery in the context of a dialogue
  • To provide fluency speaking practice in a debate in the context of a medical decision.


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

Google Slides Presentation Mode: --> Good morning, everyone. Okay, please look at the photos and think about the question. T gives a few seconds to think. --> Okay, who would like to answer this question? Please raise your hand. T elicits answer from student raising hand. T asks same student follow-up question. T elicits responses from several other students for question 2.

Text-Work (8-10 minutes) • To provide context for the target language through a text or situation

--> Today we will learn about how to debate an argument in English. First, let's listen to a conversation. While we listen, think about the questions on the screen. T plays recording T elicits responses from several students on both questions --> Good, okay now we will listen to the recording again. While you listen fill in the spaces with the expression you hear. Each group will have their own PowerPoint slides. Here is a list of groups. [Show slide with group] The slides are also colored by groups. T plays 1st part of recording again. T stops after first slide to check in and see if Ss are making progress. T plays 2nd part of recording again. T goes through slides and checks. If there is one incomplete/wrong, elicit response from students.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

--> Okay, let's break this language down. In breakout rooms you will work with your group to complete these two slides. You have to put the expressions in the correct categories. Some expressions can fit more than one category. The first slide focuses on what the words mean and the second slide focuses on how they are formed. Once again, work on the slides that match your group's colors. T sends students to breakout rooms for 4 minutes. FB: Go through slides to check answers Ask CCQ's to review pronunciation and form T moves to pronunciation slide. T says sentence and asks Ss to place emphasis on the correct word(s). Everyone works off of one slide. T elicits several students to say each sentence T asks if sentences have a mutual tone or convincing tone T moves to appropriacy slide T asks questions shown on slide

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

T moves to slide with matching --> Now we will try some practice. On the left side we have our expressions. On the right we have the rest of the sentence. Work in your groups to match the expressions. The sentences should make sense. There may be several options for matching. T sends Ss to breakout groups for 4 minutes. FB: T reviews slides and elicits answers from Ss on incorrect matches. If needed, use CCQ's to clarify points

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

T moves to final slide --> For our final activity we will look at a case. Please read this information in your group and answer the question. Make sure that there are group members on both side of the argument to make this a debate. Try to practice the expressions we learned. --> For example [T gives an example of an appropriate response.] --> We will do this in breakout rooms for 6 minutes. T sends Ss to breakout rooms FB: T elicits responses from Ss to summarize what their group discussed. T conducts OCFB

Web site designed by: Nikue