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Speaking Lesson 'Office trouble'
B2 - upper intermediate level


This lesson is a speaking lesson in which students will do a free role-play activity. First they will brainstorm on possible office troubles and their solutions. After that, the situation will be explained and the students will be grouped within their prospective roles. Now, they get their role-cards and have time to read their role card and discuss their roles. The teacher will assist the students with prompts to help students undertand their roles. After this preparation time, the student will be re-grouped again and the actual activity takes place. In a final stage, the students leave their roles but stay in groups and brainstorm on good solutions for the situation.


No materials added to this plan yet.

Main Aims

  • Free speaking for fluency in form of an interview about office troubles

Subsidiary Aims

  • Reading for details (role cards) and using the functional language of modals and phrases of permission, obligation & prohibition


Warmer/Lead-in (5 minutes) • To set the scene for the role-play

- t sets the scene - t tells students about office problems by giving an example about her life as teacher at a private university - t uses functional languae as model Example: 'I am not allowed to drink alcohol in front of my students.' - wc brainstorming on office problems - t collects on board - t puts students in groups of 2/3 - t gives instructions: Think about 2-3 possible solutions for office problems - t collects ideas on board

Exposure (7-8 minutes) • Explaining the context - handing out role cards

- t explains the context: An employer has problems with his staff. They called the local newspaper and complained about him. Now reporters want to interview both sides. - t groups students into bosses, staff, reporter 1, reporter 2 - t gives instructions: I will hand out these role cards to you. Read the role cards. - t hands out role cards - ss read role cards - t gives instructions: Bosses and Staff: In your groups, decide about what do you want to tell to the reporters. I will give you some prompts. Look at the prompts and prepare. Reporters: In your groups, decide about what do you want to ask the bosses and staff. I will give you some prompts. Look at the prompts and prepare. - t hands out prompts to bosses, staff, reporters - t monitors and helps

Interview I (8-10 minutes) • free speaking practice for fluency

- t puts students into pairs: boss - reporter 1 staff - reporter 2 - t gives instructions: Reporter: Interview your opposite. Ask your questions. Take notes about their answers. Bosses/ Staff: Answer the reporters questions. Tell them what you want to say.

Interview II (10-12 minutes) • to provide the students with more speaking chance and to get a more objective opinion

- t stops the first round - t asks collects some answers from reporter 1 and reporter 2 of the same group on the board - t elicits reported speech - t writes on board: 'Your boss said that ....' 'Your employee said that ....' Reporters: Change your interviewee. Look at the answers you got before. Now you want to ask .... Change or adjust your questions. - t gives 1 minute prep - t helps and assists - t gives instructions Now interview your new interviewee.

Speaking Activity II - Finding Solutions (5-8 minutes) • to provide students with more chances to speak and to provide them with a chance to agree on solutions

- t puts students in new groups of 3 and 4 - t gives instructions: Think of all the problems you listened to. Now, try to find 4-5 solutions for this problem. Write them down as new office rules! Think as yourself! - ss discuss - t hands out colored paper - wcfb on the new office rules

Feedback and Error Correction (5 minutes) • To provide feedback on students' production and use of language

- t writes 3 sentences with mistakes and 3 examples of good language use on the board - t does wc error correction - t elicits mistakes and corrects them

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