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Teaching functional exponents for making, rejecting & accepting suggestions
by Esther Ratcliff
- 4

Procedure

Stage 1 Lead in Brainstorm
Aims: Set context.
To introduce stds to the topic of the lesson.
To activate vocabulary that they will need in the lesson.
To allow students to personalise the vocabulary.
To pre-teach/check lexis they will need in the next activity.

Stds-stds, stds-T(10m)

Project the title onto the board ‘Things we can do with friends’

  • Give students an A4 piece of paper to write their ideas down. In pairs they think of activities that we can do with friends.
  • Elicit some ideas to the board.
  • Students tell each other which activities they like to do from favourite, to least favourite from the ideas on the board.
  • Students look at the pictures of people doing things in their free time, (check any vocabulary here) to check if they wrote anything similar.

Stage 2 Listening for gist

Aims: To provide listening for gist practice.
To provide authentic listening practice before presenting the target language.

Ind stds (10m)

  • Students look at the handout of activities. Check/pre-teach vocabulary (junk food (picture),movie marathon (point to picture on slide), recipe (picture))
  • Tell stds they’ll hear the first conversation. Students listen and tick which activities in the table the friends decide to do. Check together.
  • Listen again. Elicit the answer and put the answer on the board by ticking the activity.
  • Check/pre-teach vocabulary (play (elicit what Shakespeare writes), bike ride (point to picture on slide), busy (explain that it is when you have little time to do lots of things) )
  • Students listen to the next conversation and tick which activity the friends decide to do. Check together.
  • Listen again and elicit the answer and put the answer on the board by ticking the activity.

FLEXI-STAGE Listening for gist (with tapescript) Ind stds (5m)

If stds find the previous stage too difficult, stds can do the activity/check their answers by listening and reading the tapescript at the same time.

To make the task more achievable by giving additional support.

Stage 3 Focus on form (making suggestions) (5)

Aims: To check the students understand the concept of ‘suggestions’.
To present the target language.
To draw students’ attention to the form of the exponents.
To provide controlled practice of the target
To provide controlled practice of the target language.
To check students’ understanding of the form.

  • Focus the student’s attention on the sentences. Concept Check what they phrases are used for. ‘Are the phrases for giving opinion, for asking for information?’ Establish that they are used for making suggestions.
  • Stds look at their handout (Ex 2) and underline the phrases for making suggestions. Reveal the answers on the powerpoint.
  • (Ex 3) Stds complete the gap with the appropriate word.
  • Focus stds’ attention on the next slide. Elicit the verb form for each phrase. Reveal the answer on the powerpoint
  • Stds look at their handout (Ex 2) and underline the phrases for making suggestions. Reveal the answers on the powerpoint.
  • (Ex 3) Stds complete the gap with the appropriate word.
  • Focus stds’ attention on the next slide. Elicit the verb form for each phrase. Reveal the answer on the powerpoint.

Stage 4 Tonal movement

Aims: To allow students to hear the tonal movement in exponents.
To give stds practice producing the tonal movement.

T-ss (5m)

  • Focus stds attention on the complete sentences. Play the REC and stds say if the speakers sound positive or negative.
  • Establish that they voice starts high and the speakers sound positive. Mark the stress on the board.
  • Drill the sentences with the whole class.

Stage 5 Focus on form (responding)
Aim: To raise awareness of preferred and dispreferred adjacency pairs.

T-ss(10m)

  • Tell stds to turn over and look at the responses in ex D from the recording. Tell students they will hear the conversations again.
  • Stds listen to the conversation one. Stop the REC after each suggestion and students match the suggestion with the correct response.
  • Show where the answers come on the projected tapescript.
  • Stds decide if the responses are positive or negative.
  • Drill the responses with the whole class.
  • To provide stds with an opportunity to follow the typescript as they listen letting them see the connection between written and spoken language.
  • To provide students with appropriate corresponding exponents.

FLEXI-STAGE Stage 5 Focus on form
Aims: To present corresponding exponents for the function of suggesting.
To show variations within a response
To raise awareness of tonal movement in the adjacency pairs.

T-ss (5m)

  • Project the table of responses onto the board.
  • Establish that for suggestions you can respond positively or negatively.
  • Show possible preferred adjacency pairs.
  • Show the possible dispreferred adjacency pairs, elicit/give boring (adj) as an alternative to tiring (adj)
  • Drill the responses with the whole class.

 

Stage 6 Disappearing dialogue

Aims: To give stds practice at using chunks of language.
To build confidence using the target language.
To reinforce the necessity to treat the language a whole part.

Ss-ss(5m)

Project a model dialogue on the whiteboard.

  • Tell stds they have a minute to memorise as much as possible.
  • Gradually remove parts of the words and students must say the sentences from memory.

Stage 7 Semi-controlled practice
Aims: To introduce the idea of a diary and making plans.
To give stds time to personalise their answers.
To scaffold the speaking activity.
To give stds semi-controlled practice using the target language.
To give students repeated chances to use the target language reinforcing new chunks of language.

Ss-ss (10m)

  • Focus stds’ attention on the diary entry.
  • Stds complete the diaries with three activities they want to do from the list of activities from stage 2.
  • Project the flow chart onto the white board. Establish that it represents two people talking. Tell stds the objective of the next activity is to make as many plans as possible.
  • Model an example with a strong student.
  • Stds talk to the person next to them and try to make an arrangement using the exponents for suggesting.
  • Change stds by asking them to move anti-clockwise. Stds make suggestions to the new person.
  • Stds swap places again by asking them to move anti-clockwise and they make suggestions to the next person.

Stage 8 Feedback
Aims: To share experiences and answers with other students.
Provide a chance to do feedback in small groups.

ss-ss

  • Ask stds to move back and sit in their original places.
  • Stds tell their partner some of the answers from the activity. e.g ‘Julian wants to go to the park on Sunday’, ‘Conchi doesn’t want to go to an art gallery on Saturday’.

Stage 9 Ending the lesson review
Aims: To focus stds on the positive achievements of the class.
Encourage learner training.

ss-ss, T-ss (5m)

  • Ask stds to compare with their partner who has made the most plans.
  • Focus stds’ attention on the mini objectives on the board.

-I can talk about things I like doing in my free time
-I can make suggestions
-I can respond to suggestions.

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