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Language Analysis - Functional Language: Making A Suggestion

The document provides a lesson plan template for teaching functional language, with sections for the target language, model sentences, context, concept explanation, form analysis, pronunciation notes, potential problems students may have and how to address them, and a proposed whiteboard layout. The target language is expressions for agreeing and disagreeing, both formally and informally. The lesson involves role-plays to elicit the target language in context.

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hossein sr
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69 views

Language Analysis - Functional Language: Making A Suggestion

The document provides a lesson plan template for teaching functional language, with sections for the target language, model sentences, context, concept explanation, form analysis, pronunciation notes, potential problems students may have and how to address them, and a proposed whiteboard layout. The target language is expressions for agreeing and disagreeing, both formally and informally. The lesson involves role-plays to elicit the target language in context.

Uploaded by

hossein sr
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Language Analysis – Functional Language

Language-based lessons (form, concept, phonology) This page is ONLY for language focused lessons (i.e. grammar or functional language). Vocabulary focus should go on a
separate sheet.

T TARGET LANGUAGE
A
What is the language point?
R (expressing agreement, disagreement, etc.)
G Making a suggestion
E MODEL SENTENCES
T What are the model sentences you will use to teach the language point?
I agree
L I agree, but… How about a cup of tea?
A I couldn’t agree more Why don’t we have some tea?
N
I see your point, but… Let’s have some tea?
G
U I see what you mean…
CONTEXT
A What context will you use to elicit the language from sts? Be specific and
G
E (e.g. The students will do a role-play include the context and eliciting question
of two people having a chat about
sports in a café. This will (hopefully)
generate some of the phrases above...)

M CONCEPT
E
Concept:
A (We use functional exponents for agreeing
N and disagreeing to show our opinions and
I compare them to others. We also use them
N to make our agreement/disagreement
G (mostly disagreement) more formal-
sounding, or stronger/weaker.
CHECKING TECHNIQUES
Concept Checking Questions for all model sentences (include answers)
Formal/Polite/Neutral phrases:
Agreeing ____________________Disagreeing

I couldn’t agree more. I agree, but...


I agree. I see your point,
but...
I see what you mean. I see what you mean,
but...
With all due respect, ...

Informal phrases:
Agreeing _________________________Disagreeing
Yes, totally. Rubbish.
Right? Are you
insane?
OK, sure,
but....
Concept Checking Questions (include answers)
CCQs (answers will vary for each phrase, according
to chart above)
Do I agree or disagree?
A lot or a little?
Would you say this to your best friend?
Would you say this to the Queen?
F FORM ANALYSIS
O Standalone phrases:
Show how you will break down the form in the lesson
R I agree.
M I couldn’t agree more.
I see what you mean.
Rubbish.
Are you insane?
Yes, totally.
Right?

Phrase + full clause (subj + verb)


I agree, but...
I see your point, but...
I see what you mean, but...
With all due respect, ...
OK, sure, but...
P PHONOLOGY Mark any relevant phonetic elements to your TL [connected speech, intonation,
R
O Falling intonation for full phrases of sentence stress, etc.]
N agreement.
U
N I couldn’t agree more.
C
I
A * exception: intonation rises for “Right?”
T
I Slightly rising intonation at the end of the first
O clause for polite disagreement:
N How will you highlight this in the lesson?
I see your point, but...

How will you highlight this in the lesson?


Mark on the whiteboard.
Drill with gestures
Language Analysis – Functional Language
MEANING PROBLEMS What problems might your
Ss have with the meaning of your TL? (Problem)
Problem: Students may struggle with
the fact that many of the polite
How will you handle this in the lesson (Solution)
disagreements sound like agreements [More than one problem is acceptable]
(i.e. I agree, but...)
Solution: Use CCQs to highlight that
the speaker doesn’t actually agree, but
is just being polite. Elicit that the use of
“but” usually implies a contrasting
statement to follow.
Problem: Students may not always use
the appropriate register for each
situation.
Solution: The chart and CCQs should
help with this. As the role-play activity
includes a wide variety of relationships
(parent/child, husband/wife,
president/journalist, etc.), I will listen
for errors or
register and highlight these in
feedback.
FORM PROBLEMS What problems might your Ss have with the form of your TL? (Problem)
Problem: Ss may try to add “but” after
How will you handle this in the lesson (Solution)
“With all due respect”
Solution: Highlight this in form [More than one problem is acceptable]
clarification, and error correction
Problem: Ss may say “I am agree”, as
this is a common fossilized error.
Solution: Error correction

PHONOLOGY PROBLEMS What problems might your Ss have with the pronunciation of your TL?
(Problem)
Problem: Students may have trouble
hearing and producing polite How will you handle this in the lesson (Solution)
intonation, especially in the phrases of [More than one problem is acceptable]
polite disagreement.
Solution: Exaggerate the politeness in
drilling. Also, drill just before the
speaking activity and listen for this to
address in error correction.
Problem: Students may use incorrect
intonation on “Right?” to make it
sound declarative.
Solution: Highlight intonation on the
WB and drill.
WHITEBOARD PLAN Please draw below what your whiteboard will look like at the end of your
language clarification stage. (drawing by hand is fine)

REFERENCE MATERIALS USED

Murphy, R. Intermediate Grammar in


Use Cambridge 2010

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