Selin Selin

Pre-Intermediate level


Abc Kerr, P. (2012) Straightforward Pre-int SsBk 2nd Ed. Macmillan
Abc Scrivener, J. et al (2012) Straightforward Pre-int TsBk 2nd Ed. Macmillan
Abc Scrivener, J. et al (2012) Straightforward Pre-Int WkBk 2nd Ed. Macmillan
Abc Photocopiable Activity 3A

Main Aims

  • To provide fluency and accuracy speaking practice in a role-play and conversation in the context of flatmates

Subsidiary Aims

  • To provide practice of countable and uncountable nouns in the context of flatmates


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

The teacher asks the students what they think about sharing a house with someone else and what the pros and cons of sharing a house with someone else are. The teacher arranges students in pairs and asks them to write two reasons for each.

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

The teacher assigns the students as Student A and Student B. The teacher hands out worksheets to student A and student B and asks them not to show their worksheets to each other. The teacher explains that they share a flat, it's supper time. Student A can see what's in the fridge and student B can see what's in the kitchen cupboard. They have four different possible ideas for a meal and they need to talk together to find out what food they have in the flat and decide what to make for the meal. Pairwork.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Before moving on the productive activity, the teacher reviews grammatical structure 'countable and uncountable nouns'. The teacher hands out the Activity 3A and asks the students to write if the ingredients are countable (C) or uncountable (UNC). Then, they swap papers and compare the answers. Then, the teacher projects the chart on the board and the class places them in appropriate places.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

The teacher assigns the students as groups of three to five and hands out the role-play cards to them. One of the students says "there are some things that I want to talk about..." and reads the card. Then, they decide on four rules to make everyone happy in the flat. The teacher gives some time students to prepare their answers.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The teacher gives feedback about students' misconceptions and errors after having monitored them in the productive task in the previous stage. In this stage, the teacher uses the techniques of drawing gaps the problematic area or underlining the problematic area on the board.

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