Sariyya Abdullayeva Sariyya Abdullayeva

B1 level


Abc RPG game level

Main Aims

  • To provide practice and review of pragmatics patterns learned in previour lesson

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of RPG


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

theacher talks about previous game experiences. the favourite monets in the game what they liked. which expressions weretheir favourite.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

This is the stage where learner will be reviewing the pragmatics patterns from previous lesson. they can make instant improvisation challenges and use as much patterns that they rememmber as possible. they have to mach the moment to the expression or non verbal expression. teacher not the outstanding ones and once agam draws attention to them

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

student choose 10 speach act that they have learner, that they think will best suit to their characher and the quest. at this situation previously made verb spider clasification can come handy.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

So as a capstone or product to dpractise learner pragmatics teacher creates cooperater game which they can play at school or at home with their parents supervision. they will play till the quest is accomplished. for this stage to be both fun and productive each participant including the teacher needs to have so degree of skills. when the quest is on player interact through chat bars or most preferably with headphones. teacher monitors learner and the way they use the speeach acts. to make this stage easier teacher can instal specific screen capturing video program and record the play that student are on. this will help to go refer back to the moment whenever needed. it can be difficeult to play with the big classes as whole class at the same time. so they can be spilled in to groups of 4 or five. and give time for each team to finish the task using as many patterns as possible.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

teacher monitor each group and chooses the winners of the game. as it is young learner to prevent heartbreaks and motivation loose teacher can create chategories and present each team with team. for example, the best humors, on task hand,

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