EsraTopaloglu EsraTopaloglu

Just Good Friends
pre-intermediate level


In this lesson, the students are going to listen four dialogues first for gist and then for specific purposes. They are going to study the intonation differences in different expressions. Finally, they are going to role-play the dialogues with their partners.


Abc English Unlimited
Abc Information Cards for the Role Play
Abc audio materials
Abc Audio Material

Main Aims

  • To provide gist and specific information listening practice using a text about relationships in the context of expressing apology and thanks.

Subsidiary Aims

  • To provide clarification and practice of language used for expressing apology and thanks in the context of relationships


Lead-in (4-5 minutes) • Warm-up and get ready for the listening.

I am going to give the pictures to the students and ask them to think about each picture. There are two questions in the books. the lead-in section consists of discussing them.

Listening for gist (4-5 minutes) • To listen and see if their ideas from the previous section are right or not.

They are going to listen to the dialogues between Jean-Paul and Rachel and see if their ideas ar true or not. Then there will be a short discussion about it.

Listening for specific information (4-5 minutes) • To see what the students can remember for the gist.

I am going to hand out the other half of the page. The students are going to be asked to try to answer the questions in the book. When they finish, they are going to listen again and check as a feedback.

Speaking (3-4 minutes) • To discuss the dialogues.

The students are going to discuss what Jean-Paul should do.

Functional Language and Listening (5-6 minutes) • To practice how to respond to bad news, good news and how to thank or apologise.

I am going to divide the WB into four sections: Good news, bad news, thanking and apologising. There will be expressions written on cards and stuck on the WB. The students are going to be asked to stick each expression under the correct column. When they finish, they are going to discuss each expression and then listen to the audio material for feedback.

Intonation, listening, drilling (7-8 minutes) • To draw the student's attention to intonation of the expressions.

I am going to stick pieces of papers on the board, below one of the expressions which show the intonation. The students are going to to be divided into groups of three or four. They are going to listen to the audio and try to put the intonation papers in correct order for their own columns. When they finish, they are going to listen to the audio again. Each expression is going to be drilled and discussed.

Speaking-Semi-controlled practice (9-10 minutes) • To set a context for the students to use the functional language.

For each pair, there is going to be an information card which explains the characters and situations. The students are going to have 2 minutes to think and then role play between each other. When they finish, each group is going to be asked to perform the role play tothe whole class.

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