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TP2 - Upper Intermediate level

TP2
Upper Intermediate level

Description

In this lesson, Ss will practice modals and phrases to express prohibition, obligation, and permission through role-playing about problems in offices.

Materials

role-play cards

role-play cards

Main Aims

To provide fluency speaking practice in a interview in the context of problems in offices

Subsidiary Aims

To provide a detailed reading practice using a text about a complaint interview in the context of problems in offices

Procedure (35-45 minutes)

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

Ask the Ss what problems that can happen in offices. Ss discuss in small groups. Take some w/c FB and get the Ss to suggest some solutions to the problems.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Ask questions to elicit the examples of the TL from the lead-in activity which is about problems in offices and solutions. Highlight the pronunciation of have to.

Controlled Practice (6-8 minutes) • To provide an opportunity to practice target productive skills

Divide the Ss into the groups of 4. Tell the Ss to read their role-play cards and the office rules. Ask the reporters to write their own questions and the bosses and the staff to think about their answers. Monitor and help where necessary.

Freer Practice (17-19 minutes) • To provide an opportunity to practice target productive skills

Re-group the Ss into pairs. Ask the Ss to interview their person. Give the Ss time for the interviews. Tell the reporters to swap their interviewees to write a balanced story. Give a demo to help, e.g.the boss said that you..what do you think about that to do? Give the Ss time for the interviews. Monitor while the Ss are talking and take notes for delayed FB. Get a couple of ideas about the problems. regroup the Ss into 4 and ask them to discuss and try to find out solutions to the problems. They can also rewrite the office rules.

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

Get some ideas about the solutions to the problems. Do some delayed FB. Write down the incorrect sentences/expressions onto the w/b and get Ss to correct their own error.