Timothyhallam Timothyhallam

TP #2a
Level: A2 (Elementary) level


In this lesson, Ss start the lesson with a warm up exercise where the group is divided into 2 subgroups. A selection of prepared, annotated photographs on to the WB and a member for each team will go to the WB to mark with a tick which interrogative question is most suitable for the picture from a choice of 3. To help them, the item only is indicated in a different coloured text. The main part of the lesson is controlled and semi controlled speaking practice based on a wheel shaped diagram with six segments representing birth, interests, home, family, work or study and friends with some key words for each segment to instigate a question about that topic. In the centre of the wheel are the interrogative question words; when, where, who, what, why and how. Ss are split into pairs and elicit from each other what the different words mean. Ss are then given a seperate sheet in order to work in pairs to prepare 2 questions for each section. Following this, they talk with their partner about their answers for the questions they have produced. They will then move around in a mingling exercise to practice on some different people within the group in a party context aided by some party music, courtesy of Mr Ananda Shankar. When the music is paused, they will find a new partner to talk to and repeat the process. If time permits, Ss write a selection of their answers on to a coded sheet of paper and pass it around the class for other Ss to guess who has written the responses.


Main Aims

  • To provide
  • To provide students with an opportunity to practice speaking using interrogative questioning so that they become more confident. This will be achieved through controlled and semi controlled speaking practice.

Subsidiary Aims

  • This session focusses on students speaking using simple present tense wh- questions and will serve to reinforce and add too their existing vocabulary, particularly regarding birth details (in present tense), interests, home, family, work or study and friends.


Warmer/Lead-in (5-8 minutes) • To set lesson, engage students and revise material already covered

I will ask Ss to stand up and move to a space at the front of the class. The class is roughly 50/50 male/ female so I I will ask the group to form two lines on that basis. The front person of each line will be given a board marker. I will firstly demonstrate through giving an example of projecting a photographic image on to the white board. The image has three options in one colour and an answer in a different colour. The options are formed from a selection of wh and how questions relating to the object in the photograph, which is in a different colour. Ss will take turns, leading from the front of their respective lines, to tick the correct option using the board marker. Because two people have a board marker at the same time, there will be a competitive element to the game, and the point will only be given if I can also elicit an answer in present tense to the question, provided it has been ticked correctly.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

For this section, following the students taking their seats after the warm up exercise I will ask the class if a wh question would be answered yes or no. Once I have elicited this information, I will ask for two volunteers. I will ask them to present to a question each they would want to ask someone at a party, using the wh questions and write these down as examples on the WB. I will ask two more Ss to do the same and annotate their responses. I will restrict this to one question in order to rationalise time annotating responses.

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

At this point in the lesson, I will divide the students into 5 or six groups using colour sticks. I will distribute the wheel diagram and ask them at this stage to look at the words within the diagram together and discuss what the words mean. Due to potential chaos from different answers coming from around the room, I will elicit a selection of examples from 3 different pairs, using ECDW if necessary.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

At this stage, I will distribute the second page from the Speaking Extras book, which consists of 12 lines pre prepared so that Ss are able to write questions correlating to the six sections of the wheel. I will ask them in their pairs to write two questions for each section using the keywords in the wheel. As some students might be a little slower, I am not expecting everyone to fill out the whole 12, but though careful monitoring around the pairs at this stage to check for problems. Any major problems I hear or see will be fed back at the end. Once the students have had the opportunity to practice within their teams, I will ask the Ss to stand again and walk around to some music to create the impression of a party atmosphere. When the music stops, Ss will be asked to practice the wh questions they have prepared on somebody different within the group. Again, I will be mingling amongst them and monitoring this situation very carefully in order to get material to feedback at the end of the session.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

I will review any errors that I have picked up through monitoring the group using ECDW and thank the students for their hard work this week.

Web site designed by: Nikue