Source: https://slev.

life/celta-pass-a-examples

Name: Steven Levithan

Lesson: TP6 – Functional Language
Lesson length: 45 minutes
Lesson date: 2020-12-11
Level: Pre-Intermediate
Number of learners: 10-15

Learning Outcomes
 To practice and develop understanding of functional language related to making suggestions in
the context of remodeling.
 To practice speaking for fluency in the context of making suggestions for remodeling.
 To practice reading for gist in the context of an advertisement for a coffee bar that needs
remodeling.

Anticipated Problems & Solutions

 Ss might have trouble understanding the difference in purpose/meaning behind the target
phrases.
◦ Use a guided discovery task to elicit meaning, and follow with CCQs.
 Ss might have trouble thinking of ways to improve the coffee bar they are asked to remodel in
their speaking task.
◦ Solution: Prime them during the lead in and text work stages with language related to
remodeling, by having them discuss remodeling their home/office and reading a text
describing a popular, attractive bar.

Materials
 Cunningham & Moor, New Cutting Edge Pre-Intermediate Students' Book, Longman, 2005, pp.
84-85
 Google Slides
◦ <https://docs.google.com/presentation/d/
1jXpamhjU5wOi264YFU90VLn7fxX1JNkvhvcdAee1w1g/edit>
 Google Forms
◦ Gist: <https://forms.gle/dQrby2hPEaLAYzeQ9>
◦ Meaning / guided discovery: <https://forms.gle/hy4H26RAQZkyLt6T9>
◦ Controlled practice:
<https://docs.google.com/forms/d/e/1FAIpQLSdTlncPNeqIvwWfun7JIVxEfdCONTbz6Ha1Ep
rFtjO4YHadxg/viewform?entry.1031609878=watch+sports>
 Google Jamboard
◦ 3 slides at <https://jamboard.google.com/d/1gjBJt3yCRRENhLeMttUJcN4kCi6lMevbZzc-
Cs1kzAg/edit>
 Zoom breakout rooms, whiteboard
Language Analysis
Lexis How about …-ing? I think we should … If we buy a … Where should we
people can/will … put the …?
Context How about painting I think we should If we buy a TV Where should we
the walls? add tequila to the people will come to put the TV [that we
menu. watch sports. will buy]?
Meaning Used to ask for Used to make a Used to justify an Used to ask a
feedback suggestion idea question (in this
case about a
CCQs: CCQs: CCQs: hypothetical
▪ Is he asking how to ▪ Is he asking for ▪ Did he try to give situation, since the
paint the walls? (No) feedback? (No) a good reason? speakers have not
▪ Does he want to ▪ Is he making a (Yes) yet bought the TV)
know what the other demand? (No) ▪ Has he decided
person thinks? (Yes) ▪ Does he think it’s yet to buy a TV? CCQs:
a good idea? (Yes) (No) ▪ Is he talking about
the present or
future? (Future)
▪ Is he talking about
a TV they already
have? (No, it’s
hypothetical)
Form Semi-fixed lexical Semi-fixed lexical Semi-fixed lexical Semi-fixed lexical
phrase ending with a phrase phrase phrase
present participle
verb
Pronunciation HowᴗaBOUT …-ing i THINK we should if we BUYᴗa … where should we
PEople can/will PUT the
/haʊ əˈbaʊt ˈ…-ɪŋ/ /aɪ θɪŋk wi ʃəd/
/ɪf wi baɪ ə … ˈpipəl /wɛr ʃəd wi pʊt ðə/
Catenation occurs for kən/wɪl/
“how about”.
Catenation occurs
for “buy a”.

“A” and “can” use

weak forms /ə/
and /kən/.
Appropriacy Neutral, though Neutral Neutral Neutral
changing the
intonation can
change the meaning
 to an informal way of
making a suggestion
or request, or can
even change the
meaning to sarcasm
or hostility, which
would be
inappropriate in a
formal setting.
Notes The meaning can
change with
intonation, as
described above.

Procedures
Lead In – 3 min – S-S

 Introduce Ss to the topic of the lesson (remodeling / redecorating).

◦ “Today we’re going to talk about remodeling, and learn phrases for making suggestions.”
 Ask Ss to answer questions in pairs for 2 minutes (use breakout rooms):
◦ Show questions on slide.
◦ Instructions: “Let’s start by taking 2 minutes to talk in pairs about these 2 questions: Have
you ever remodeled or redecorated your home or office? And what did you change?”
◦ Give demo: “Last year I redecorated my living room. I moved all the furniture and got a
bigger TV.”
 Nominate 1-2 students to share their answers with the group.

Text Work – 7 min – S / T-S

 Show the gist task on screen, and give Ss instructions: “Please take 2 minutes to read this
advertisement for Paradiso Coffee Bar, and answer the question below.”
 Send Ss a link to the gist task: <https://forms.gle/dQrby2hPEaLAYzeQ9>.
◦ When 2 minutes are nearly up, tell Ss: “Please submit when you’re ready.”
 Transition: “Okay, that was easy, right? Let’s see if you agree.”
 Go over submitted results with Ss. Most should agree that it sounds “cool and popular”, not
“dirty and ugly”.
 Share jamboard <https://jamboard.google.com/d/1gjBJt3yCRRENhLeMttUJcN4kCi6lMevbZzc-
Cs1kzAg/edit> on screen.
◦ “Here’s the advertisement we just read. Sounds nice, right? Now let’s see what the bar
actually looks like.”
 Go to slide 2. Ask: “How is this picture different from what you read?”
◦ Elicit a few answers from Ss (it’s empty, has no coffee, it’s not modern, etc.)
  Ask: “What are your suggestions for how to change the bar?”
◦ Elicit a few suggestions from Ss.
◦ Compliment any good language Ss use for making suggestions.

Clarification – 15 min – S / S-S / T-S

Target language: How about …-ing? ◆ I think we should … ◆ If we buy a … people will … ◆ Where
should we put the …?

Meaning:
 Transition: “Now let’s look at some phrases you can use when making suggestions about
remodeling.”
 Show the meaning task on screen, and give instructions: “Please take 2 minutes to read the
conversation and choose the correct meaning for each phrase.”
◦ Note: This task is to show the phrases in context and elicit meaning from Ss.
 Send Ss a link to the meaning task: <https://forms.gle/hy4H26RAQZkyLt6T9>.
◦ Students choose the meaning for each phrase from the following options: To ask for
feedback, To make a suggestion, To justify an idea, To ask a question.
◦ When 2 minutes are nearly up, tell Ss: “Please submit when you’re ready. If you’re not sure,
it’s okay to guess.”
 If Ss seemed to struggle to understand meaning, give 1 minute to compare answers in
breakout rooms before continuing. Otherwise, skip.
 Go over submitted results with Ss and elicit/share correct answers. Ask CCQs to further clarify
meaning, especially for phrases that not everyone got right in the quiz.
◦ For “How about painting the walls?”:
▪ Is he asking how to paint the walls? (No)
▪ Does he want to know what the other person thinks? (Yes)
◦ For “I think we should add tequila to the menu”:
▪ Is he asking for feedback? (No)
▪ Is he making a demand? (No)
▪ Does he think it’s a good idea? (Yes)
◦ For “If we buy a TV people will come to watch sports”:
▪ Did he try to give a good reason? (Yes)
▪ Has he decided yet to buy a TV? (No)
◦ For “Where should we put the TV?”:
▪ Is he talking about the present or future? (Future)
▪ Is he talking about a TV they already have? (No, it’s hypothetical)

Pronunciation:
 Share a whiteboard and paste in the target language in context.
◦ How about painting the walls?
◦ I think we should add tequila to the menu.
◦ If we buy a TV people can come to watch sports.
◦ Where should we put the TV?
  Model and drill target language in context.
 Elicit word stress for a couple words (e.g., about /əˈbaʊt/, menu /ˈmɛnju/).
 Show sentence stress.
◦ how aBOUT PAINTing the WALLS?
◦ i THINK we should ADD teQUIla to the MENu.
◦ if we BUY a TV PEople can COME to WATCH SPORTS.
◦ where should we PUT the TV.
 Highlight weak forms: a /ə/, an /ən/, can /kən/.
◦ Elicit from Ss by modeling strong and weak forms, and asking which is correct.
◦ E.g.: “Listen to me and tell me which is correct: ‘If we buy /eɪ/ TV’ or ‘If we buy /ə/ TV’.”
 Show sound linking for “howᴗabout” and “buyᴗa” by drawing on the whiteboard.
◦ Explain: “This often happens when a consonant at the end of a word is followed by a
vowel.”

Form:
 Share a whiteboard and paste in the target language structures.
◦ How about …-ing?
◦ I think we should …
◦ If we buy a/an … people can/will …
◦ Where should we put the …?
 Elicit additional sentences using the same forms.
◦ “What’s another question you can ask with the same phrase?”
◦ “What’s another sentence you can say with the same phrase?”
◦ Note: This will help determine whether Ss accurately understand meaning as well as form.

Controlled Practice – 4 min – S / S-S

 Transition: “Okay, great job everyone. Let’s do a short quiz to check that we can use the
phrases correctly.”
 Share screen and give instructions: “Choose the correct option to complete each sentence. You
have just 1 or 2 minutes.”
 Send Ss a link to the controlled practice task:
<https://docs.google.com/forms/d/e/1FAIpQLSdTlncPNeqIvwWfun7JIVxEfdCONTbz6Ha1EprFtj
O4YHadxg/viewform?entry.1031609878=watch+sports>.
◦ Demo: Read the first question and fill in the correct answer for Ss.
 If time permits, give 1 minute to compare answers in breakout rooms. (Probably skip to allow
more time for freer practice.)
 Go over submitted results with Ss.
◦ For questions that not everyone answered correctly, elicit the correct answer by
nominating Ss to read the complete sentences with their selected answers, and asking
others whether they agree.

Freer Practice – 8 min – S-S

 Transition: “You’re using the phrases very well. Now let’s practice in a conversation.”
  Instructions: “Remember the Paradiso Coffee Bar? You were hired for a new job. You need to
work together with another student for 5 minutes and make suggestions about how to
remodel Paradiso to make it better.”
 Send target language to Ss in chat.
◦ Instructions: “Please use the phrases we learned in your conversations. I just sent them in
the chat box.”
 Give demo: “How about adding desserts to the menu? Good idea! I think we should buy a
coffee machine. If we buy new chairs, people will feel more comfortable.”
 Ask ICQs:
◦ “What’s your job in this task?” (Remodel the bar)
◦ “How many minutes do you have to discuss?” (5)
 Send students to breakout rooms to discuss in groups of 2-3.
 Monitor for good, incorrect, and upgradeable speech to highlight during DEC.

Feedback and Delayed Error Correction – 8 min – T-S

 Compliment Ss on discussions.
 Nominate 2-3 Ss to share what they discussed. Use for more material in DEC.
 Use whiteboard to share examples of good, incorrect, and upgradeable speech. Try to include
examples that cover grammar, lexis, and pronunciation.
 Elicit from Ss whether each example is correct. Compliment good examples. Have Ss discuss
reformulated ways to say the same things more naturally.
 Provide corrections and model/drill pronunciation as appropriate.

Appendix A: Answer Key

Gist

Cool and popular

Meaning

 How about …-ing?

◦ To ask for feedback
 I think we should …
◦ To make a suggestion
 If we buy a … people can/will …
◦ To justify an idea
 Where should we put the …?
◦ To ask a question

Controlled Practice
  (Example) If we buy a TV people will __________.
◦ watch sports
 How about __________?
◦ adding desserts to the menu
 I think we should __________.
◦ buy more art
 Where should we put the __________?
◦ couch and chairs

Appendix B: Screenshots