Title: Is the Room Still Available?
Hi everyone,
A role play only works when each student needs something the other one has, so I built this one around a gap: a tenant views a room in a shared flat, the landlord's card holds the information the tenant needs, and the two budgets do not quite meet. The pair has to keep talking until they find a deal, or decide there isn't one.
Level and time: B1 (intermediate), older teens and adults, in pairs, 45 minutes.
Aims and objectives: to practise getting detailed information and negotiating simple terms when arranging accommodation, in line with the CEFR B1 descriptor for obtaining goods and services (Council of Europe, 2020). Students will be able to ask polite indirect questions, make and answer a proposal, and confirm what has been agreed.
Target language and vocabulary: Could you tell me if / how much…?, I was wondering if…, Would it be possible to…?, What if I…?, I'm afraid that's not possible, but…, So, just to confirm…; rent, deposit, bills, furnished, flatmate, landlord / landlady, to move in, notice.
Instructions:
1. Lead-in (5 min): show a room advert; pairs write three questions they would ask before saying yes.
2. Language focus (8 min): turn the students' own questions into indirect ones, check the vocabulary, drill.
3. Demonstration (3 min): teacher and one student act out the opening, stopping before the negotiation.
4. Preparation (4 min): pairs read their role cards in silence.
5. Round 1 (8 min): students view the room, reach a decision and fill in an agreement slip.
6. Round 2 (8 min): new partner, roles swapped, a different flat with a different problem. Stronger pairs get a complication card.
7. Feedback (9 min): pairs compare their deals, then the class corrects sentences collected during monitoring.
Materials: the attached PDF has the full plan and everything to print: advert, demonstration opening, phrase sheet, role cards for both rounds, complication cards and agreement slips.
The second round is the part I would not cut: same language, new situation. Repetition is key, and so is variety.
Title : "At the Doctor’s"
This lesson plan is designed for a class of two pre-intermediate (A2–B1) EFL students. The entire activity takes approximately 30 to 40 minutes and focuses on helping students describe medical symptoms and offer appropriate advice in real-life healthcare settings.
Instructions :
Engage & Warm-up (5 mins): A quick brainstorming session centered around the topic "Doctor / Medical problems" to activate prior vocabulary.
Lead-in & Scaffolding (15–20 mins): Students complete a vocabulary matching exercise on medical conditions and listen to two realistic conversations to model functional phrases (e.g., "I've got a sore throat", "You need to take..."). Teacher clarifies language and addresses initial questions.
Role Play (10–15 mins): In pairs, one student acts as the patient describing a chosen symptom, while the other plays the pharmacist/doctor offering advice. Students then swap roles to practice both perspectives.
Delayed Feedback (5 mins): The lesson wraps up with teacher-guided elicitation: errors noted during the role play are written on the board, and students are guided to self-correct.
Materials: the complete PDF containing the detailed lesson plan with all necessary worksheets, listening exercise prompts, language reference boxes
Source Note: The lesson plan includes materials adapted from 'Life' (National Geographic Learning / Cengage) and shared strictly for educational discussion and teacher training purposes.
