neda saberi neda saberi

Beginner level


In this lesson Ss will get a chance to practice/ produce their previous knowledge of Present Simple ( she,he,it) and Yes/No, Wh Questions.


Main Aims

  • Speaking: To practice and produce Wh- and Yes/ No Questions with the help of a Listening as the context

Subsidiary Aims

  • Listening
  • Review on the Wh- and Yes /No Questions in the simple Present


Warmer (2-3 minutes) • To set the context for listening

A picture is used to initiate the Ss with the upcoming conversation about 'what/ where/ does' questions. T will ask: 1- 'who are these people?' Nadine, Tom and Carol 2- ' where are they?' a cafe 3- ' who are Carol and Tom?' boy friend-girl friend/ sister- brother 4- ' who is Nadine?' her/his friend, classmate

listening for the gist (2-3 minutes) • listening for the gist

T will give Ss a HO which includes sentences taken from the Audio. Ss has to listen once and choose the correct word. ICQ: 'one word or two?' one word only. Ss will listen and choose the answer. Then, they will check in pairs and after that WC check.

Listening for comprehension (3-4 minutes) • Listening for comprehension

T will ask Ss to read the questions in the next exercise. They will listen and answer the questions. ICQ: ' Do we answer with a sentence?' Yes They will check in pairs. If they still need to listen to it again T will play one last time but she with a pause after each sentence.

Listening Feedback (2-3 minutes) • to check the answers and expose the Ss with the written form of the TL for FP and grammar Presentation

T will put the questions and answers on random slips of papers and stick them up on the board. Ss will come to the board and match the corresponding questions and answers.

Grammar Presentation (5-7 minutes) • Review on Wh- and Yes/ No questions ( he,she and it) and short answers.

Two of the Slips will stay on the board. 1- ' Does Tom know Nadine?' No, he doesn't. 2- 'Where does Nadia work at the weekend?' She works at a mobile phone shop. T will draw a table on the board and elicit the part of speech in the sentences and put them in the correct part of the table, emphasising main and auxiliary verbs. She goes over stressed words by putting stress marks on the words and getting pronunciation drills.

Gap fill practice (3-4 minutes) • To provide a written practice of the TL for Ss

A hand out is given to Ss. They should fill in the gaps using the TL. They will check in pairs and T will give an answer sheet to them to check the answers.

individual work/ making questions (5-7 minutes) • written production of the TL

T will give Ss random balls of paper. On each ball there is a name of a classmate. ICQ: 'Do we show this to anybody?' No T will ask Ss to make 5 sentences with Does/wh-words. ICQ: 1- ' How many questions?' 5 2- ' Do we use do? No. 3- ' Do we use does?' Yes. On the board T will stick a HO, illustrating Key word/ Pictures than can help Ss to make relevant question to the topics the have already learnt in previous units. T will Monitor closely and correct on the spot individually.

Interview (5-7 minutes) • Oral production of TL

T will ask Ss to sit with their friend and ask her/ him 5 questions and write their answers. ICQ: ' What do you do?' Ask ' do we write the answers?' Yes T will monitor and note down problems.

Feedback (5-7 minutes) • more practice

T will put the Ss in new pairs and ask them to report about their previous frind. ICQ: ' do we use questions this time?' No ' do we use answers only?' Yes. If there is time, Volunteers can report to the class about their friend.

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