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Speaking Lesson
Upper-Intermediate level


In this lesson, students will practice a free-speaking acivity to promote fluency. Students roleplay being a young married couple who need to try and solve some very typical problems and differences of opinion that have arisen. Firstly, students will brainstorm on what kind of problems married couples have.This is followd by eliciting the functional language. Then the teacher will divide the classroom into two groups: husbands and wives. Students get their role cards and read it. The teacher will give them time to discuss with the other people who has the same role card. After the preparation time, the teacher make them work in pairs -a husband and a wife-. Speaking activity takes place and then the teacher will give a delayed feedback.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a discussion in the context of a married couple who have problems.

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion in the context of roleplay activity.


Lead-in (3-5 minutes) • To set language context and engage students

-Tell a short story about the young married couple to engage students in the topic. -Draw a picture of a man and woman on the borad and tell students: "They are my friends Emma and Martin. They got married five years ago and at first they were very happy but now they are having some problems." -And ask students: "What kind of problems do married couples have? Why do they argue?" -Elicit some reasons from students. -Tell students they are going to take the parts of Emma and Martin and they are going to talk about their problems and try to find solutions.

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

Students brainstorm on the language they use when they argue with someone. Get them discuss with their partners for a minute. Elicit the language from students and write them on the board. 'should, should have+past participle, had better, would prefer, would rather, fed up with, I want to divorce etc.'

Pre-Task (8-10 minutes) • To introduce the topic and set the task by explaining the context

Divide the class into two groups: husbands and wives. Introduce the topic which the students will talk about. Give them handouts for their roles. Let them read the cards and make sure they understand what to do. Get them work in their groups (wives or husbands) for 2-3 minutes to brainstorm. Give them time to underline and or take notes for key words. Monitor and encourage the students. Explain the context: "You are going to take parts of Emma and Martin and you are going to talk about thier problems and try and find solutions."

Productive Task (12-15 minutes) • To provide an opportunity to practice target productive skills

When students are ready, get them to sit face to face. Tell them to imagine that they have just finished dinner and they are going to discuss the four points on the handouts. Write on the board "reach agreement" to emphasis students' aim for this roleplay. If some pairs reach agreement in a short time, create other problems for them and whisper it on of them: "He has forgetten your birthday." "You have found your husband's ex-girlfriend's photo in the study room." "Your wife's ex-boyfriend has called her to offer a job in his office." etc. Monitor students and take notes.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Thank students for their good efford and ask: "Do you get any good ideas to solve your problems?" Give delayed feedback. Write on the board five sentences used by the students during the task. Some of them will be correct and some of them will be incorrect. Do error correction with the whole class on these sentences. Summarize what has been learnt during the lesson.

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