Elaine Cristina Yalcin Elaine Cristina Yalcin

TP3 - Getting a taxi
Pre-intermediate level


In this lesson, students learn and practice the functional language in the context of getting a taxi. They will review/learn the vocabulary/sentences, the order of a conversation (begin-end), correctly stress and use them in a speaking activity.


Abc HO1
Abc English Unlimited - Ss Bk - Unit 4.1, p34-35
Abc HO2 - Adapted from: English Unlimited - Ss Bk - Unit 4.1, p35, ex 4
Abc HO3 - adapted from: English Unlimited - Ss Bk - Unit 4.1, p35, ex 5
Abc HO4 - Adapted from: English Unlimited - Ss Bk - Unit 4.1, p35, ex 6

Main Aims

  • To provide students with clarification and practice of language used for asking/answering questions in the context of getting a taxi.

Subsidiary Aims

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


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

'Do you remember Tony, the taxi driver? And his 2 different passengers, Nicole and Dan?' 'Can you remember some of their conversations?' PW - Give HO1 to the Ss - Match activity. w/c FB - Answer key on the board.

Highlighting (8-13 minutes) • To draw students attention to the target language

CHANGE PAIRS - PW - Matching exercise - HO2 Ss will match the conversations - Not underlined with underlined ones. Duration: 2 minutes. Monitoring - write down possible doubts and mistakes for FB - MFPA Don't make feedback yet. - Add another task * Write on the board: START OF A JOURNEY | END OF A JOURNEY Write an example for demonstration. Ask Ss to choose 3 statements for the start and 4 for the end of a journey. Monitoring - write down possible doubts and mistakes for FB. w/c FB - Give tapescript to the Ss to self-correct the exercise.

Clarification (5-6 minutes) • To clarify the meaning, form and appropriacy of the target language

- HO2 + language analyses Select some sentences that the Ss struggled with for Meaning and Form CCQs for understanding - Elicit answer from the Ss. Form if necessary - (Pronunciation -> next exercise) Appropriacy - ask if it is polite or not.

Clarification #2 (7-12 minutes) • to clarify the pronunciation of the target language

-Focus on stress Project the sentence 1 on the board for demonstration. 'Which syllable do you think are stressed?' Elicit from the Ss. HO3 - SOLO PW - check answers. *Monitoring for error correction stage. - the schwa sound /ə/ Briefly explain the schwa sound - as an unstressed word. Unfold the HO3 - exercise b PW - check answers. *Monitoring for error correction stage. FB - Play audio 1.33 - Ss listen and check if they stressed the words correctly. - Drill the sentences with the Ss.

Preparation for Speaking (4-6 minutes) • To concept check and prepare students for free practice

-SOLO - HO4 - Ss will work alone in the questions for the speaking activity - Remember the Ss to use the target language. (write on the board if necessary) *Monitoring - make notes for delayed error correction

Freer Practice (7-13 minutes) • To provide students with freer practice of the target language

Role play -Ss will take turns as taxi drivers and passengers. - Remember them the stages of a conversation (getting a taxi): the start of your journey -> chat -> the end of your journey. -Demonstrate with 2 Ss a possible dialogue. CHECKING HO4 for guidance. -Everybody on their feet. Give to some Ss a paper signing that they are 'taxis'. Put some music on, when the T stops the music the passengers must find a taxi (and vice-versa). * Monitoring Ss - Make notes of good language, reformulate and errors. - Repeat 2/3 times. w/c FB

Delayed Error Correction (3-5 minutes) • To identify the usage of good and bad language, and the ones that need reformulating.

From the notes done while monitoring, the teacher writes down - 1 or 2 good language sentences - 1 or 2 sentences that need improvement - 1 or 2 sentences that have a mistake Ask Ss which ones are OK, which needs reformulation and which has got a mistake. Elicit answers from the Ss.

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