Large class lesson plan
Function- agreeing and disagreeing
Lead in- play a short clip from a film such as Harry Potter (one generally popular worldwide to
engage students immediately) demonstrating a scene where characters are agreeing/disagreeing
with eachother to introduce the TL in a fun way. 5 minutes T-Ss
Presentation- split the class into 6 groups (10 students each) and assign a group leader (a student
with some of the strongest English skills) to each group. Using a PowerPoint presentation &
projector to display slides for larger rooms, introduce the TL. Display 10 of the TL phrases- such as:
‘that’s right/absolutely’, ‘I agree up to a point’, ‘I’m not sure I agree/I see your point, but…’ etc.
alongside exaggerated corresponding pictures to encourage the students to work out the meaning;
e.g. a picture of someone with their thumbs down and unhappy expression next to phrases such as ‘I
don’t agree with that’. Further ensure understanding by getting the class in their groups to either put
their thumbs up or down to indicate they think a phrase on the board is either an agreeing or
disagreeing statement. After this, drill phrases for intonation. Ask the students to repeat chorally as
a class and group by group. Finally, display the formation of the TL with highlighted words to indicate
how to construct the sentence. 12 minutes T-Ss
Concept checking- relay questions to the group leader who then ask their groups. E.g.- ‘if you say
you like this film, and I say yes you’re right, am I agreeing or disagreeing with you?’ ‘Is it a positive or
negative opinion?’ ‘does this person also think X?’ 2 minutes S-S
Practice- Hand out worksheets to be completed individually before reviewing in their groups. The
sheet has 10 phrases showing varying levels of agreement or disagreement. They must first identify
which phrases are agreeing or disagreeing, before ordering them (e.g. ‘I agree up to a point’ would
be midway around number 5). This will then be followed by a gap fill activity where students should
complete a dialogue with agree/disagree phrases. The final activity on the worksheet will involve the
students writing whether they agree or disagree (and to what extent) with some example sentences.
After completing their worksheets, get the students to peer correct in pairs and discuss any answers
with their groups; questions/confusions should be relayed to the group leader who can then ask the
teacher if they’re still unsure. While the students are working, make sure to go around each group
and monitor in case of any questions/feedback. 18 minutes S-S, SS & P/W & G/W
Production- a game in which each group is given a sheet of 20 household items. In their groups, they
must decide which items they would choose to save if their house was on fire. Students have a group
discussion on which items to save and why, and must use the TL by expressing agreement or
disagreement with their peers i.e. ‘I think you’re right because ___’. The groups must come to an
agreement and have an agreed upon list of items they’ve chosen to save. At the end, each group
leader should read out their group’s list to the class and explain why they chose certain items- at this
point, other groups are then encouraged to answer whether they agree/disagree with their choice
and why. Ask follow up questions to individual students to encourage STT as much as possible and
ensure it’s not only the group leader speaking, such as ‘why did X choose X?’ Could ask class ‘who
agrees with them that ____?’. 22 minutes Ss/Ss & G/W
Function- agreeing and disagreeing
Lead in- play a short clip from a film such as Harry Potter (one generally popular worldwide to
engage students immediately) demonstrating a scene where characters are agreeing/disagreeing
with eachother to introduce the TL in a fun way. 5 minutes T-Ss
Presentation- split the class into 6 groups (10 students each) and assign a group leader (a student
with some of the strongest English skills) to each group. Using a PowerPoint presentation &
projector to display slides for larger rooms, introduce the TL. Display 10 of the TL phrases- such as:
‘that’s right/absolutely’, ‘I agree up to a point’, ‘I’m not sure I agree/I see your point, but…’ etc.
alongside exaggerated corresponding pictures to encourage the students to work out the meaning;
e.g. a picture of someone with their thumbs down and unhappy expression next to phrases such as ‘I
don’t agree with that’. Further ensure understanding by getting the class in their groups to either put
their thumbs up or down to indicate they think a phrase on the board is either an agreeing or
disagreeing statement. After this, drill phrases for intonation. Ask the students to repeat chorally as
a class and group by group. Finally, display the formation of the TL with highlighted words to indicate
how to construct the sentence. 12 minutes T-Ss
Concept checking- relay questions to the group leader who then ask their groups. E.g.- ‘if you say
you like this film, and I say yes you’re right, am I agreeing or disagreeing with you?’ ‘Is it a positive or
negative opinion?’ ‘does this person also think X?’ 2 minutes S-S
Practice- Hand out worksheets to be completed individually before reviewing in their groups. The
sheet has 10 phrases showing varying levels of agreement or disagreement. They must first identify
which phrases are agreeing or disagreeing, before ordering them (e.g. ‘I agree up to a point’ would
be midway around number 5). This will then be followed by a gap fill activity where students should
complete a dialogue with agree/disagree phrases. The final activity on the worksheet will involve the
students writing whether they agree or disagree (and to what extent) with some example sentences.
After completing their worksheets, get the students to peer correct in pairs and discuss any answers
with their groups; questions/confusions should be relayed to the group leader who can then ask the
teacher if they’re still unsure. While the students are working, make sure to go around each group
and monitor in case of any questions/feedback. 18 minutes S-S, SS & P/W & G/W
Production- a game in which each group is given a sheet of 20 household items. In their groups, they
must decide which items they would choose to save if their house was on fire. Students have a group
discussion on which items to save and why, and must use the TL by expressing agreement or
disagreement with their peers i.e. ‘I think you’re right because ___’. The groups must come to an
agreement and have an agreed upon list of items they’ve chosen to save. At the end, each group
leader should read out their group’s list to the class and explain why they chose certain items- at this
point, other groups are then encouraged to answer whether they agree/disagree with their choice
and why. Ask follow up questions to individual students to encourage STT as much as possible and
ensure it’s not only the group leader speaking, such as ‘why did X choose X?’ Could ask class ‘who
agrees with them that ____?’. 22 minutes Ss/Ss & G/W
