Session TKT

STAGE/ AIM
PROCEDURE
TIME /MATERIALS/ SITTING PATTERNS
WARM UP
T taps out on phonemic chart
STATE OBJECTIVES OF THE LESSON

(functional language and testing)
1.
2.
3.
4.
5.
6.
7.
8.
REVIEW PREVIOUS INPUT REGARDING

FUNCTION (DEFINITION, KIDS OF FUNCTIONS)
what is a function?
advising
agreeing
requesting
offering
predicting
ordering
giving directions
Invites CPs to tap out selected words form the list

(easy ones) for the class
T writes on the BB
What is a function?
elicits answers
elicits examples
if they answer too quickly, he mentions it is called
illocutionary force in linguistics.
T tells CPs that they will cover (already written on the

BB)
1. FUNCITIONS
MPFA
RELEVANCE IN TEACHING
COURSEBOOKS AND FUNCTIONS
7-10 minutes
REVIEW OF PAST LESSON ON

FUNCTIONS (INTRO TO FUNCTIONS)
For them to recall types of functions.

Exposure to the form in which function is
described in ESL.
For them to understand the differences of

FUNCTION and EXPONENT and their relationship
in functional language.
1. T WRITES ON BB:
Plenary
FUNCTION in the middle and adds a spider

graph: complaining, apologising,
requesting, suggesting, making excuses,
promising, offering, threatening, predicting,
advising, ordering, giving directions, etc.
2. projects or gives handout with samples of

exponents of different functions. CPs in
pairs or 3s will decide what is the function
used for each exponent.
do this individually for 2 minutes.

When finished compare with your partners
for 2 minutes.
When finished we will do OCFP.
who can help me with the ICQs. for this
10-12 minutes
Highlight the importance of establishing a

clear context for teaching functions in order
to make their meaning clear
To highlight the importance of teaching responses to
functions.
T gives CPs a dialogue and they decide

what is wrong with it. Have them discuss in
pairs and then in TC.
5 minutes
T shows slides with key, CPs comment and

give examples of the statements.
10/15 minutes
T shows slides with the information needed
regarding each point, they read it, ask
questions and engage with he information
presented.
Here T can add the importance of

Appropriacy, adding to the MPF an A.
T can also add this concept as an

alternative to their TPs. (adding MPFA)
Demonstrate a semi-controlled speaking

activity that practices functional language
Highlight the role of intonation in functional languge.
1. T gives problem cards to each CP

15 min
2. T gives cue cards regarding their attitude
3. T asks them to give advice to the CP sitting in the
centre of the room, according to their attitude
card.
After a few CPs have done the activity, T asks CPs
what do they think of the mean attitude and what
they thing of the sympathetic attitude comments,
trying to focusing on intonation
T asks and inductively explains how intonation
affects function (meaning)
slides with some examples..from handout 1 , by
reading and mentioning how intonation changes
meaning even when using the same exponents
Summarise FUNCTIONAL LANGUAGE SESSION

by looking at several course books which use
FUNCTIONS, and using the information of the input
to evaluate.
T Writes on the BB
MFPA elicits:
MEANING
FORM
PRONUNCIATION
APPROPRIACY
in small groups discuss what is important when
planning a functional lesson (or almost any other
lesson regarding vocabulary)
T projects on slides Answer key, CPs read
Then CPs look at different course books and decide:
-how often it is deal with (sections)
-how well is dealt with (why)
T can mention:
-is in each unit, so it is consistently
-uses CONTEXT to convey meaning
-uses iMAGES TO convey meaning
-doe it have phonological aspects?
-does it deal with MPFA?
Summarises lesson asking to the class:
by projecting several statements, CPs assess if they
are T of F
1. Exponents of an specific function cannot be different
Why yes/no?
2. A complete functional language lesson includes MP only
3. Context is not important when teaching functions
4. Answers to functional exponents should be taught
separately (in a different lesson and isolated)
Then each CPs completes an statement: Functional
15 min
5 minute break
TESTING
WARM UP
T. introduces topic by giving to the CPs a

vocabulary test.
you have 3 minutes to answer this.
introduce topic/ engaging vocabulary activity/test

T asks CPs how do tests makes them feel
5/7 minutes
to encourage trainees to begin thinking critically

about tests, their aims, methods and overall
suitability. Build up terminology for subsequent
session stages.
T give writes on the BB WH questions from handout

1 and CPs answer individually first, writing on their
notebooks, then they compare in pairs, finally in
OCFB
T mentions that: (trying to elicit as much as
possible), writing key words on BB
10 min
Key:
When? Before a course begins (perhaps a
placement test), at the beginning of a course (as a
diagnostic tool and/or to enable students/teacher to
track progress), at various points during the course
(progress tests, facilitate revision, diagnostic,
motivational..) and at the end (achievement,
progress..)
What? The 4 skills (reading, writing, speaking,
listening) and the 4 systems (grammar, vocabulary,
phonology, function). General ability or specific
information that has been or will be studied.
How? More detail in stage 2 but some basic ideas:
Interviews, multiple choice tests, writing letters,
essays, etc. Fill in the gaps. Language labs.
Online. In the classroom. Matching. True/false
questions. Role-plays.
Why? - To place incoming students into the correct
level of class (placement tests), to test students
progress over a course (progress tests), to diagnose
particular areas of strength and weakness to help
plan a course of action (diagnostic tests), to test
students general level of English (proficiency tests),
to motivate students, to provide students with a
qualification, to function as a type of quality control
within and between schools.
Who? The students, of course! But this question
can also look at who does the testing; individual
teachers, students themselves, the school, the state
or an international body, like Oxford or Cambridge.
introduce testing terminology
T gives CP a matching handout, terms and

definitions of testing.
T projects answer key or writes on the BB

the answers.
OCFB for each item, electing examples

from the ss.
Slides with examples of each (or images)
15 min
CPs identify and apply the terminology introduced in

the previous stage. They will practice identifying
methods of testing. (movers, FCE, CPE, and
speaking BEC)
T asks CPs to go to each station. They will have to

look at the test there and make notes about each
test, T will project or write the aspects to focus on.
Paper 1-4
1. how many of the terms form the previous stage
can you use to describe this paper? E.g.
markability, discrete, subjective, cloze, two option
answers..
2. what level is it designed for?
3. What is the test supposed to be testing?
After they have taken notes, each team will give a

report for each test from their notes.
T guides discussion as they realise the elements of
the tests. T gives complete answers if necessary.
20
To encourage trainees to begin looking at tests

papers in order to determine what is being tested
and how to help their students to prepare for such a
test.
T gives a complete test (printed)

CPs have to assess what is being tested on each
test (specific) and have to come up with 4-5 ideas of
how to help their ss if they had to sit for the same
test.
Brainstorming ideas of how to help ss to prepare for
test:
1. t should be completely familiarised with the
content and format/structure of the test
2. t should know what level is the test for, and
therefore prepare ss to what is expected to be
tested
3. have them sit MOCK exams if available under
similar examination conditions
Summarise session by electing definitions of

terminology, or hot poatoe /term/ definition / testing.
If time allows/ there is time left
Running dictation, T writes questions to be

answered on the BB and then they will
pair /running dictation/ )make sure to make
enough space for the running, it could be
10-15 minutes
extra activity:
running diction about 3 international exams.
done in the garden

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STAGE/ AIM

TIME /MATERIALS/ SITTING PATTERNS

T taps out on phonemic chart

STATE OBJECTIVES OF THE LESSON

REVIEW PREVIOUS INPUT REGARDING

Invites CPs to tap out selected words form the list

T tells CPs that they will cover (already written on the

REVIEW OF PAST LESSON ON

For them to recall types of functions.

For them to understand the differences of

FUNCTION in the middle and adds a spider

2. projects or gives handout with samples of

do this individually for 2 minutes.

who can help me with the ICQs. for this

Highlight the importance of establishing a

T gives CPs a dialogue and they decide

T shows slides with key, CPs comment and

Here T can add the importance of

T can also add this concept as an

Demonstrate a semi-controlled speaking

1. T gives problem cards to each CP

Summarise FUNCTIONAL LANGUAGE SESSION

T. introduces topic by giving to the CPs a

introduce topic/ engaging vocabulary activity/test

to encourage trainees to begin thinking critically

T give writes on the BB WH questions from handout

introduce testing terminology

T gives CP a matching handout, terms and

T projects answer key or writes on the BB

OCFB for each item, electing examples

CPs identify and apply the terminology introduced in

T asks CPs to go to each station. They will have to

After they have taken notes, each team will give a

To encourage trainees to begin looking at tests

T gives a complete test (printed)

Summarise session by electing definitions of

If time allows/ there is time left

Running dictation, T writes questions to be

done in the garden

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