Maria Sara Dorrego Carreira Maria Sara Dorrego Carreira

Conversation between friends
Intermediate level


In this lesson, students practice some useful functional language in a conversation- language for showing interest, interrupting and continuing after an interruption. The lesson starts with a lead-in related to the listening that provides the model language. This is followed by a role play to provide Ss with some speaking practice in this situational context. After this, there is a language focus stage - on the language the Ss used. Then a exposure stage for the Ss to listen to the model language - and a language focus stage on the model. The lesson finishes with the Ss doing the role play again, after having listened to the model and analysed the language.


Main Aims

  • To provide Ss with clarification and speaking practice of funtional language - for fluency- for participating in a conversation - such as "sorry", "that's right", " I was just saying"- in the context of "a conversation between friends".

Subsidiary Aims

  • To provide Ss with listening practice -for accuracy- of functional language for participating in a conversation, in the context of "a conversation between friends".


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

- Project the photo of the coursebook onto the wb. Ask Ss: What relationship do you think they have? What are they talking about? - Answers onto the wb. Tell the Ss (if nobody suggests it) that they are friends and that we will listen later to their conversation and discover what they are talking about.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Set the activity previous to the role play. Show the exercise to the Ss. Instructions: - We are going to do a speaking activity, but first: - You are going to choose one of this topics and decide what you want to say about it. Write down some ideas in short sentences. ICQs: - How many of these topics will you choose? One. - Will you write down everything you want to say? No, just some short sentences. - You have 3 minutes. Role play. Give a red, green or blue card to each student to set the roles. Instructions: - We will do a role play. You will be 3 friends talking. - Who has a green card? Raise your hand. You are going to start the conversation. Talk about the topic you chose. - Who has a red card? You are going to interrupt your friend while he/she is talking. You can talk about the topic you chose. - Who has a blue card? You are going to ask your friend (green) to continue talking after the interruption. ICQs - What are the greens doing? Speaking - What are the reds doing? Interrupting -What are the blues doing? Asking greens to continue Write color = action on the wb. Red=interrupts - Monitor for good and incorrect language.

Language analysis (5-5 minutes) • To provide the Ss with FB on the language they used during the task

- Ask some Ss: What did you say for interrupting your friend? How did you ask your friend to continue? Write on the wb some good language and language to improve that the Ss used during the task. - Elicit correct language from them: - How could we say this in another way? -Introduce some of the target language (especially for interruption, as in the text there are no clear examples): 'Sorry for interrupting but...', 'By the way' Write the expressions with gaps on the wb: Sorry ______ interrupting but... By ___ ____.

Exposure (5-8 minutes) • To provide a model of the task and highlight useful words and phrases

Set the activity on the model language. Instructions. - Look again to the topics I gave you before. We will listen to António and Don having a conversation. Which of these topics are they talking about? - Play the record. - Elicit the answer from the Ss. Set the gap-fill activity. Instructions: - (showing the paper) This is their conversation. You are going to listen to it again. Write down the missing expressions. - Play the record (2 times if necessary). - Peer check. Answer key.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Set classifying activity. Instructions: - I am going to give you this chart. You will complete it with the expressions from the gap-fill exercise. There are 3 categories: expressions we use to show interest, to interrupt a conversation and to continue after an interruption. - Do the first one with the Ss: For example: where would "Yeah, that's right" go? Show interest. You have 2 minutes. - Pairs. Key answer. - Clarify meaning and pronunciation of 'actually'. - Clarify form of 'what where you saying?' and 'I was just saying...'

Language Practice (8-10 minutes) • To provide students with practice of the task language

Set role play again. Change groups (ask a couple of Ss to switch their places) Ask ICQs above to make sure Ss remember what to do. Encourage them to use the new language. Instructions: - We will do the role play again. Choose a new topic and write a couple of ideas about it. - Try to use the language we have learnt.

Delayed correction (IF TIME) (3-3 minutes) • To provide Ss with clarification of the mistakes they made during the lesson

Write on the wb some good language and language to improve used by the Ss. Elicit correction.

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