Lizzy Vick Lizzy Vick

Speaking about Flatmates
Pre-Intermediate level

Description

In this lesson, students will be able to practice the speaking the grammar in a real life situation, primarily through a role play activity.

Materials

Abc Powerpoint
Abc I am hungry Student A/B
Abc 4 Rules H/O
Abc Role Play Cards

Main Aims

  • To provide Ss practice in speaking fluency using grammar from the previously lesson in freer conversation about flatmates.

Subsidiary Aims

  • To provide clarification of countable/uncountable nouns with some, any & no in the context of flatmates.

Procedure

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

Show a picture of Sarah and I. In pairs, answer this question: Who do you think this is? 30 seconds, in pairs. Go. Elicit feedback. Who do you think this is? This is my flatmate. Put questions on screen: Who lives in your home? Who cooks? Who Cleans? In groups, answer these questions.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Chest materials. Explain I am hungry activity. Let's pretend. You and the person next to you share a flat. It is time for dinner and you are hungry. Student A has food items in the refrigerator. Student B has food items in the kitchen cupboard. Ask each other what food items you have. For example: Have we got any bread? Yes we have some bread. No, we don't have any bread. Decide what you can make for dinner. Give H/O. Monitor and help where needed. What can you make for dinner? Spaghetti!

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Set context: Show picture of me and my old roommate. Do you think we are good friends? (yes) We had another roommate (Draw stick figure) But we had some problems. She never did any dishes. And she never cleaned anything. Do you have problems in your home? What kind? Discuss in pairs, for 1 minute. Regroup students 5 groups of 5. Fill in tables as necessary. Pretend you are a flatmate. But you and your flatmates have some problems. Read the card. Answer the question: What is the problem? Work in your groups. (3 minutes) Look at your card. Think about what you want to say to your flatmate. For example: You don't do any housework. or You don't do any of the shopping. Write down what you want to say. Work together in groups. (5 minutes). Practice with your group. Say it out loud to each other. (1-2 minutes).

Productive Task(s) (13-15 minutes) • To provide an opportunity to practice target productive skills

Have Ss pick up their card and their sentences. Ss remember their number: Regroup students counting off 1-5. Set the scene. Now you are in the living room with your flatmates. You are having a meeting together. Starting with Student C, in a circle share what you want to say. Then, make a list of 4 new rules for the house. For example: No smoking in the house. Share together and make rules. Monitor and help where necessary. Make notes about delayed error corrections.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

If there is time, have 1 person from each group write 1 or two rules on the board they came up with. Elicit feedback: In your groups, did you have some problems? (yes) Were you able to find solutions? (yes - they are on the board :) Have students feedback together, project questions on screen: Was the activity hard or easy? Why? Can you talk to your flatmates about problems now? If there are things to correct from monitoring, highlight them on the board. MFP.

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