özge özge

Pre-Intermediate level


In this lesson, Ss practice speaking in the context of relationships by using Present Simple. The lesson starts with an engagement in which Ss create relationship diagram and talk about their relationships with their parents, friends, husbands, wives. This is followed by an information-gap activity where students talk about life of a famous person in Turkey. Then Ss look at some quotes about love and make up their own description of love. And then Ss do a quiz about relationship style and discuss their results. Finally they rearrange some question sentences and they answer these questions.


Abc Relationship Style Quiz

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation and discuss in the context of relationships

Subsidiary Aims

  • To provide review of the simple present tense in the context of relation


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Ask the Ss to draw a circle to the middle of a piece of paper and to write their name. Then ask them to think of four people they have a close relationship with, and to draw a line from the circle to each person's name. Tell them that the shorter the line, the closer the relationship. Tell them to include family members, best friends or boy/girl friends. ıCQs Does short line mean close relationship or not? Close relationship. Will you write 10 names? No In pairs, Ss show each other their relationship lines and tell each other about the relationships they have with each person.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Show the photo of Tarkan. Explain that there are somethings that Tarkan do in his private life. In pairs, they look at the information-gap paper (HO#1) and ask questions about missing parts of the table. As every student has a different missing gap, ask them to keep the paper secret. Will you show your paper to your pair? No. Will you ask questions from the missing part of the paper? Yes.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Stick qoutes (HO#2) on the board and ask them if they agree or disagree with the definitions of love and why? Make them work in pairs. Repair them. And then ask them to think about their own definition of love. Nominate volunteer Ss to write down their definition on the board.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

Ask for Ss reading the quiz (HO#3) and choose True or False. Make them compare and talk about their answers. After then they calculate their true colours and find what colour is more than the others. And they they find their relationship style. Ask them discuss with their pair if they agree or disagree and why or why not.

Useful Task (10-12 minutes) • To provide more speaking fluency

Divide the class into two and put the disordered sentences on a chair seperately. Ask for rearranging and making question sentences.For each finished sentence, they get the right of taking another disordered sentence. For each ordered sentence, they get points. The group finishing first becomes the winner. ICQs Will you take all sentences from the chair? No. Will you make question sentences? Yes. At the end of this activity, hand out these questions (HO#4) as a whole, and make them ask these questions eachother and answer. If there is extra time, mingle students and keep the activity longer.

Fill in time activity (5-7 minutes) • To provide more speaking fluency

In repaired pairs, Ss talk about their best friends and describe them. Name, hometown, occupation, hobbies, phobias, being helpful, trustful, honest, etc.

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