Allison Munn Allison Munn

CELTA TP2-Speaking
Pre-Intermediate (A2) level

Description

In this lesson, students will begin by learning the difference between "lend" and "borrow" and practice using these words in a short fill-in-the-blanks exercise. We will then move on to look at different scenarios in pairs. Each pair will use the language they practiced in the previous lessons for making requests while designing a role play and presenting it to different groups. If there is time, they will then exchange role-play scripts and practice reading/learning responses to different scenarios.

Materials

Abc Lifestyles

Main Aims

  • To provide speaking practice focused on developing fluency in the context of asking for help in conversation

Subsidiary Aims

  • To give each student the opportunity to practice creating their own requests; to learn the difference between "lend" and "borrow"

Procedure

Group Lead-in (2-4 minutes) • Define "lend" and "borrow"

First we will look at exercise 11 as a group to focus on the difference between "lend" and "borrow." I will CCQ's to check their understanding.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through fill-in-the-blanks exercises

Next they will work in pairs to finish exercise 12. In addition to filling in the blanks, I will ask them to answer the question with an appropriate response, drawing on language covered in Gokce's lesson (Ex: Q: Do you mind if I borrow... A: No, not at all!). I will then split the groups up and pair with new partners to practice asking the questions and reading their responses.

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

Before practicing role-plays, I will introduce the scenario by giving using one of the situations as an example with the class. I will present the scenario to the students and ask them to consider: 1) Is this a big or small request? 2) What is their relationship to the person they are talking to? 3) What language can they use to make this request? We will brainstorm as a group.

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

I will divide students into pairs. I will give each group a scenario from the Lifestyles Speaking activity on page 9 and ask them to design a role play to present this situation. There should be at least 2 requests in each role play, and each student must speak. While they are planning, I will ask them to think of the following things: 1) Is this a big or small request? 2) Who are they talking to? (Ex: a friend, family member, their boss...) 3) What language is appropriate for the situation? I will tell them to write a clear script for their role-play.

Productive Task(s) (8-12 minutes) • To provide an opportunity to practice target productive skills

Now students will present their role-plays. I will pair two groups together and they will take 2-3 minutes presenting their scenarios to each other. Then they will switch groups and repeat until they have met with each group. The first time they present, they will use the scripts they've written. The second time, they should try to remember their script and only refer to their notes if they forget something. The third time, they should present their role-play without using the script at all.

Further productive practice (8-10 minutes) • To provide further practice making requests

If there is time at the end of the class, I will have pairs exchange the scripts they've written and practice learning another groups' script. They can practice in their pairs.

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