Michael Galant Michael Galant

TP6 - Galant
Intermediate level


In this lesson, students practice the functional language of opinions - asking for, giving, agreeing, and disagreeing. The functional language is taught in the context of a listening activity on opinions about cars, thereby also providing students with practice in the receptive skill of listening, both for gist and for specific information.


Main Aims

  • To clarify and provide practice in the functional language of opinions - asking for, giving, agreeing, and disagreeing - in the context of a listening exercise on the pros and cons of cars.

Subsidiary Aims

  • For students to practice the receptive skill of listening, both for gist and specific information, in the context of opinions on cars.


Lead-in/Prediction (4-5 minutes) • To introduce and get Ss thinking about the context of the lesson.

T asks Ss who in the class has a car. T follows up with some quick, interest-generating questions on what type of car it is, and whether they like it. T instructs Ss to, at their tables, to briefly discuss, and write down a list of advantages and disadvantages of owning a car.

Listening for Gist (4-5 minutes) • To provide listening practice in the sub-skill of listening for gist, while setting context for the TL.

T introduces listening exercise and context for conversation: Ryan has just arrived late at the house of his friend Kim. Jess is already there. T instructs Ss to listen to recording 2.39, and to check how many advantages/disadvantages that they predicted were in the recording. FB: WC, T VERY briefly asks for one or two advantages and disadvantages of owning a car.

Listening for Specific Information (4-5 minutes) • To provide practice in listening for specific information, while setting context/model for TL.

T chests HO with ex 3, instructing Ss to keep it folded. T instructs Ss to listen to recording again, and fill in the blanks with the missing words. T plays recording once, monitors while Ss complete. T plays recording a second time if necessary, but likely not for a language focused lesson. FB: Brief checking in pairs while T provides answer key.

Language Clarification/Controlled Practice (15-18 minutes) • To clarify the meaning, form, and pronunciation of the TL, with Ss largely figuring it out on their own.

T chests previous HO, instructs Ss to unfold. T instructs Ss to match the highlighted phrases to the chart. T uses some of the examples to help explain instructions. Ss complete in pairs, while T monitors. T draws chart on WB. FB: T asks early finishers to put answers on WB chart using papers. T goes over any problem areas. T does not yet clarify subtler differences meaning/function of TL. Instead, T chests meaning-checking HO, instructs Ss to work in their tables to find the best answer. T emphasizes that sometimes there are a few answers that COULD be used, but there is one BEST answer in each question. Ss complete while T monitors, paying attention to problem areas. FB: T elicits answers from whole class. T goes over not just the answers, but WHY the answers are correct. T uses CCQ's and model sentences to check understanding of subtler differences in meaning (see LA). T briefly clarifies problem areas in form, and drills class using recording 2.40 (see LA).

Semi-Controlled Practice (Skip if necessary) (8-10 minutes) • To provide Ss with a semi-controlled context in which to practice the TL.

T asks Ss to stand up. T informs Ss that he will read some statements. If they very much agree with the statement, they should move to the front of the room. If they strongly disagree, they are to move to the back. If they are somewhere in the middle, they can stay in the middle. Ss must be prepared to use TL to explain why they chose what they did. ICQ: Which side of the room is strongly agree? (Front) Which side of the room is strongly disagree? (Back). Can we stand in-between? (Yes) T reads out statements, one by one. Ss move according to their opinion. T calls on Ss to explain why, using TL. FB: Focus on hot correction of TL during activity. *Adapted from http://www.teach-this.com/images/resources/four-corners.pdf.

Freer Practice (8-10 minutes) • To allow Ss to practice producing the TL in a freer context.

T instructs Ss to work in the groups at their tables, moving Ss as necessary to make tables relatively even. T tells Ss that he will give them topics to discuss. Ss are to read the topic, decide whether they agree or disagree, and then write down a few notes. ICQ: Are we writing down full sentences? (No). Are we just writing some notes? (Yes). (This note time is to give weaker Ss a chance to gather their thoughts and feel more confident to speak). Ss are then to discuss, using the new TL. Ss discuss while T monitors. FB: Some minor hot error correction during activity. Delayed error correction on WB. If-Time: T switches the topics of the Ss between groups, as needed for time.

Web site designed by: Nikue