The teaching material provided is not too challenging for the target learners since the vocabularies, phrases, and sentence structures are quite simple. In terms of speaking activity, the main idea is to expose learners in practicing speaking applying the structure of giving suggestions, such as ‘let’s…’, ‘Maybe (we/ you) can…’, ‘(We/ You) could…’, ‘One thing (we/ you) could do is…’, ‘Why don’t (we/ you) …’, ‘How about…’, ‘What should (I/ we) do?’, etc. Furthermore, the speaking activity comes after all the basic language learning, which acts more like a post-task in a class situation. The speaking activity provides a good chance for leaners to communicative, since it connects the language points learned previously and it also assist learners develop their communicative competence in the way of recommending a neighborhood to the John, Makiko and Miguel, as well as giving reasons on why the places they suggested are appropriate for the target people. In particular, discourse competence and sociolinguistic competence are developed through this speaking activity.

The target group is 30 Japanese students in junior high school in Tokyo, Japan. They are in the 3rd grade (14-15 years old) and they have already learned basic grammar to make a simple sentence by themselves (e.g. introducing themselves or telling about their today’s plan), but they have not learned phrases of how to make suggestions, yet.

2.  
i) The original activity involves unfocused and real-world task. Based on the tasks, students can develop communicative competence of giving advice and making suggestions. All four communication skills: listening, speaking, reading and writing are covered in the activities. 

ii) 

For example, before the speaking task, with task C, students can learn the phrases such as “Let’s~” and “Why don’t we~?” and develop strategic competence of offering suggestions. With task D and E, they develop linguistic competence by thinking about the structure of language (e.g. modal verb + infinitive verb, preposition + ~ing). Working in pairs enhances sociolinguistic competence and discourse competence as well. 

iii) 

The activities include working with a partner and telling their own opinions to others, which can be one aspect of learner-centered tasks. They are also goal-oriented and focus on form. Communicative competence developed by these tasks can be actually used in social communication in their real world.

For the pre-task, it will be better to let the students discuss anything about their own neighborhood, which helps them to be familiar to words and phrases used to describe town and cities. Also, it is assumed that they don’t have much knowledge about other cities in the world or experience of living outside of their cities. So, it will be better to introduce some cities in advance and move on to the recommendation part (Speaking B). 

The teaching context is unfocused real-world, activities, such as part C and speaking part provide students opportunities to enhance what they learned about offering suggestions and related adjectives which could improve their communicative ability. 

I would combine direction words in the materials, let students describe the ideal neighborhoods not only according the property of the location but also north, east and so forth.