Gabriel Gabriel

TP6 LP Functional Language Gabriel García Rojas C.
Pre Intermediate level


In this lesson students will learn how functional language can be very effective for helping them talk about holidays in the real world. (To practice and revise functional language to talk about holidays).


Main Aims

  • To provide clarification of language used for making request and advise for a trip form a travel agent in the context of Travel, Holidays, Trip

Subsidiary Aims

  • 1. To provide Speaking Practice for gist and specific information to contextualize the functional language.
  • 2. To provide Accuracy Speaking Practice in a functional language in the context for planning a trip for holidays..
  • 3. To elicit students to have a communicative task by using the functional language for planning a trip for holidays.


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

Teacher asks Ss what do they see on the images. Teacher writes down words given by Ss on each image. Link 1: Teacher asks Ss if they have ever made a planning trip for Holidays and how was the experience. Teacher asks Ss to discuss in pairs the question: "Have you ever made a planning trip for Holidays? What happened?" for 3 (three) minutes. Teacher makes sure Ss understand the instructions: ICQs: Will we be talking about real or unreal experience?. Answer: Real experience. Teacher elicits students mention what do they know on how to plan a trip for holidays. Link 2: "Can you say in which situations we make a planning trip for Holidays?". Teacher writes Ss' answers and then compares them with additional collocations for planning a trip on holidays. Teacher conducts OCFB.

Exposure (6-8 minutes) • To provide context for the functional language through reading and answering Gist questions task.

Ss read Link 1 What are these questions for? Link 1 Ss answer what they think questions are for (based on Collocations Vocabulary). Teacher makes sure Ss understand the instructions: ICQs: Are we answering the questions or just knowing what we think about them? Answer is Just knowing what we think. 5 minutes for this activity. Teacher checks the answers and conducts OCFB.

Clarification (7-9 minutes) • To clarify the Meaning, Form and Pronunciation of the Functional Language.

In pairs, Sc work in breakout rooms and complete Link 1 answering if the planning trip on holidays´ questions are mandatory or not. 3 (three) minutes. Link 1 : Teacher checks answers with Ss. Teacher elicits Ss to give ideas about the form of the target language. CCQs to check meaning and form of the functional language: 1.- Which of these questions are mandatory questions used to plan a trip on holidays? 2.- Which of these questions are non - mandatory questions used to plan a trip on holidays? 3.- Why? Appropriacy will also be covered at this point. Teacher conducts OCFB and check answers.Pronunciation: Teacher shows a slide with the TL and elicits stress and intonation from Ss, then conducts drilling. (2 minutes).

Controlled Practice (8-10 minutes) • To have a functional language practice focused on accuracy

Teacher asks Ss to do an exercise (Link 1) on Google Docs to be completed in pairs and then to practice the conversations. One student is a travel agent and other students wants to go on a last minute holiday. Teacher assigns roles to students and shares the link to the slide .Link 1 : Teacher does CCQs related to the exercise. 1.- Are the words verbs? Answer is Yes. 2.- Are they nouns? Answer is Yes. Ss work in pairs for 3 (three) minutes. Teacher conducts OCFB to review the answers. Ss listen and repeat 5 (five) phrases about planning a holiday trip. Teacher conducts OCFB.

Free Practice (7-8 minutes) • To provide students with fluency practice of the target language

Instructions: Tell each other about holidays you have planned. Decide who has chosen the most interesting holiday. Link 1 : Teacher elicits and writes on Google Slide.- We are going to practice planning a holiday trip in groups, using the language we've learned. All of you will be talking to each other about their best holiday as planned. Teacher allocates students to breakout rooms and monitors discussions.

Delayed Error Correction (4-5 minutes) • To enable students to understand and correct mistakes

Teacher writes down examples of language overheard during breakout rooms. Teacher commends good language use, elicits reformulations, and elicits corrections from Ss for any mistakes.

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