Teacher Studio / A2
The Room Request: Explain Your Priority
Distinguish a request from a confirmation and negotiate a practical option.
Language focus
I requested…; is … available?; I would prefer…; confirming a trade-off.
Your lesson sequence
1. Warm-up
3 minAsk: What information would you check before agreeing to this plan? Elicit two clarification questions.
2. Read for purpose
5 minRead all evidence documents. Ask the learner to list what is confirmed and what is still unknown before beginning the mission.
3. Notice and check
5 minRead the evidence before choosing a response. Pause after each decision to identify the information that supports it. Discuss why a repair helps and whether a different preference could also be valid.
4. Communicate
8 minUse the separate role cards. Keep your information private, ask questions, and agree a plan. Swap roles, change one constraint and repeat. Compare the two attempts.
5. Reflect and extend
4 minReview the final plan. Ask what changed after a clarification question and set the mission homework below.
Adapt to your class
1:1: the teacher takes the second role. First model one useful question; then repeat the task with less support and a changed detail.
Pairs: give learners different information or priorities. Each person must ask a clarification question before agreeing. Swap roles for a second attempt.
Small group: assign a speaker, a listener and an evidence checker. Rotate roles. Ask the evidence checker to report one supported statement and one assumption.
Answer guidance and teaching notes
Model plan — one possible wording
I understand the quiet room was a request. I’d prefer to wait until four for it. Could you store my luggage until then? I’ll return at 16:00.
- Why were both endings successful?
- Which words separate a request from a guarantee?
- What different priority could lead you to choose the other room?
Assess whether the plan matches the evidence, the learner asks for missing information, and the final agreement is clear. Accept other natural formulations. Different preferences can lead to equally valid outcomes.
Private role cards
Give each participant only their own link or printed card. Avoid showing both cards during a shared student presentation.
Homework
Complete the mission independently. Write a short final message summarising the agreed plan and identifying one fact you still need to check.
Open direct practice link →