A sequence of two communicative, student-centered lessons designed for Saudi female adult students, focusing on workplace wellness (Unit 48) and environmental problem-solving (Unit 49). Both lessons maintain ultra-low Teacher Talking Time (TTT <15%) using highly interactive roleplays and structured negotiation tasks.
An employee comes in. They work too much. Ask them what hurts.
Conversation Stems:
"Where is the pain? In your back or head?"
"Have you taken any painkillers yet?"
"Please go to the pharmacy and buy this."
Role B: Patient (Riyadh Consultant) PATIENT
Your Condition: Bad Fatigue
You work too many hours. You have not brushed your teeth or slept properly for days.
Conversation Stems:
"Doctor, my back is very painful today."
"I still haven't slept, eaten, or washed."
"Should I brush my teeth with toothpaste now?"
Role A: Clinic Specialist DOCTOR
Your Patient: Hurt Finger
A patient has hurt her finger at an art workshop. Ask what happened.
Conversation Stems:
"What happened to your hand?"
"Have you visited the local pharmacy yet?"
"You must rest. Don't work tomorrow!"
Role B: Patient (Art Teacher) PATIENT
Your Condition: Swollen Finger
You hit your finger with a heavy wood hammer. It is swollen and painful.
Conversation Stems:
"I hit my hand with a hammer at work."
"It is extremely painful and itchy."
"I still haven't taken any painkillers."
WSE • Encounter 48 A2 Roleplays Page 2 of 2
Show a plastic bottle, point outside, and say "Plastics, pollution, garbage." Ask: "Find 5 more words on your sheet. Share with your partner." Students speak immediately.
ICQ
"Are we working alone or with a partner? (Partner) How many words? (5 words)"
Stage 2: Target Structures Discovery (10 Mins)
Write on board: Do you know why there is [noun] today?. Point to trash on a beach card. Have students match with partners: "Do you know why there is plastic today?"
A2 CCQ 1
"Is 'Do you know why is there...' correct or 'Do you know why there is...' correct? (Why there is)"
A2 CCQ 2
"What is 'toxic'? Good or very dangerous? (Very dangerous)"
Stage 3: Problem Ranking Negotiation (15 Mins)
Distribute the Eco Action Handout. Say: "Rank the 6 ecological problems. Use the bold frames on your handout. Try to agree with your team."
ICQ
"Do you have to write sentences or ranks 1 to 6? (Ranks 1 to 6) Do you use the bold sentence starters? (Yes)"
Stage 4: Practice 2 — Eco Pitch Presentations (15 Mins)
Students use the 3-step scaffold on Page 2. Handout guides them to speak using exact prompt blocks: "I'd like to begin by... Then, I'd like to... Finally, I'll...". This makes speaking feel very safe and easy.
ICQ
"Do you write a long paragraph or just 3 sentences? (3 sentences) Are we presenting to the class? (Yes)"
Stage 5: Wrap-Up — Association Chains (15 Mins)
Keep it fast and simple. Say: "Team A: ocean, Team B: fish, Team A: trash...". Allows them to quickly link terms under game rules to build spontaneous vocab recall.
A2 Level Monitoring Notes
A2 students will feel nervous presenting. Highlight that their presentation is only 3 sentences. Celebrate their effort, and correct common errors (like confusing "trash" and "rubbish") collectively on the board.
WSE • Encounter 49 A2 Lesson Plan Page 2 of 2
"Finally, I'll summarize our work. Thank you. I'll take questions at the end."
Audience Checklist (Check the boxes when they use the signpost words!)
