Jesse Scifres Jesse Scifres

TP 3
Pre-Intermediate level




Main Aims

  • To provide fluency speaking practice in a role playing activity in the context of making decisions with flatmates

Subsidiary Aims

  • To provide practice of language used for organizing speech in the context of speaking with a group of people (flatmates)
  • To provide practice of language used for making rules in the context of communal living


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Flatmate Anecdote - Living with Micah's family. Ss listening to T.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

Tell Ss, "you will be doing PW and decide what to make for dinner.' "You share a flat, it's dinner time, Student A can see what's in the fridge, Student B can see what is in the kitchen cupboard, they have 4 different possible ideas for a meal, decide what meal is for dinner." 'Work with your partner next to you." ICC. "Are you writing or talking or reading? What are you deciding?" If Ss appear to not understand, be prepared to highlight M,F,P. Monitor. WC FB from 3 Ss.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

Speaking 1 Intro Tell Ss they will be in GW to decide a list of rules with their flatmates for their flat. First, though they will understand and prepare for the conversation. Ss in GW (Student A's together, B's together, etc.) Demonstrate A's, B's, etc. Tell Ss to have 1 person in the group read the text aloud. Prepare sentences for role-play. ICC. "Are you role-playing now or later? Are you making a list or ideas to tell/ask your flatmates?" Monitor. See if Ss are constructing sentences or a list.

Productive Task(s) (19-20 minutes) • To provide an opportunity to practice target productive skills

Speaking 1 Role-Playing Group Ss into actual Role-playing situation. (A-E) Tell Ss to decide on a list of rules that everyone agrees. Demonstrate on WB. "I go to bed at 8p every night so I think we should not have any loud music/parties/noise after 8p." "You are crazy, I get off of work at 9p and need to relax when I get home by listening to my favorite music loudly." (Or demonstrate an idea or two from monitoring during preparation stage.) ICC. "Writing or speaking? Who is talking (everyone)?" Ss have 8 min. Monitor. Split groups up and do again if they end at 8 min. WC FB from each group - write their list on the WB & discuss interesting/strange rules.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

GW FB - Ss in last group format saying 1 positive idea & 1 suggestion. (3 min) Good FB on WB. Constructive FB on WB.

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