FUNCTIONS
WHAT WE USE LANGUAGE TO DO
Introductions/Greetings
Asking for information
Expressing interest
Asking for clarification
Expressing/asking for/reacting to-
Making/accepting/refusing
opinions
suggestions
likes & dislikes
preferences
requests
offers
invitations
Expressing regret
Persuading
Complaining & apologising
Making excuses
Praising & criticising
Expressing anger/sympathy
Asking for permission & giving/refusing permission
Asking for directions / giving directions
Describing people/ places / objects/ processes
Making deductions
Giving warnings
Making promises
Giving instructions
Sub skills and -strategies for:
opening conversation/expanding ideas/ ending conversation
developing ideas & using a range of expressions
hesitating – knowledge of appropriate sounds and knowing where and
when to make breaks/pauses
linking ideas / opinions by focussing in on linkers
SETTINGS & SITUATIONS
Landlady/landlord & student
Travel Agency
Employment Agency
Bank & Post Office
Hiring cars
Hotel/Youth Hostel
Doctor’s/ dentist’s
Hairdresser's
Lost Property Office
Restaurant /pub
Cinema/theatre
Train/bus station
nb Select situations which would provide useful practice for your students.
Points to remember:
Select the functional area and the functional exponents. Remember that you are
often building on existing language and extending their repertoire.
Don’t overload -e.g. lower levels don’t need 10 ways to give advice.
Your criteria is based on level, needs, usefulness, range
Analyse the form ie the key structures.
Highlight the language e.g. questions, affirmatives and negatives
Anticipate problems with from and phonology.
Remember that if you are doing a functional language presentation, this still needs
to be drilled.
Highlight the surrounding language –eg. (suggestion) –you might try + ing or a noun.
Teach both sides of the conversation –e.g the apology and the response.
Remember if introducing functional language, don’t overload with lots of new
vocabulary.
Highlight what’s appropriate ie-what would be the right response in that situation?
Highlight formal versus informal language.
Remember the language is affected by who (the speakers and their relationship);
what (the task and what they have to do with the language) and where ( the setting)
Look/listen out for what people say- collect data by noting the variations.
Remember that the spoken form may differ from the written form.
Incorporate phonology. You cannot teach functional language without addressing
this. Remember, “It’s not what you say, but it’s the way that you say it.”
MATERIALS
Taboos and Issues
Richard MacAndrew & Ron Martinez
Communication Games
Jill Hadfield (Nelson) Elem/Int/Adv
Keep Talking
F..Klippel (CUP) Beginners-Adv.
First Impact
P.Watcyn Jones (Penguin) Elem./Int.
Functional Eng. Dialogues
P.Watcyn Jones (Penguin Elem/L Int.
Say What You Mean In English 1&2 Andrews Elem./Int.
Survival English
De Freitas Elem./Int.
Situational Dialogues
Ockenden Elem./ Int.
Functions of English
Jones (CUP) H.Int-Adv.
Notions of English
Jones (CUP) Upper.Int./Adv.
Functional English 1& 2
White (Nelson) Int./Adv.
Also use clips from the TV-chat shows, Newsnight, Youtube or tape friends (unscripted)
CELTA Methodology Functional language Mary’s docs