Irem Sari Irem Sari

Intermediate level


In this lesson, Sts will brainstorm some ideas to guess the context and TL, learn the indefinite pronouns through a listening activity and some examples related to the classroom. They will practice the TL through exercises. Then, they will do speaking practice


Abc Handout 1
Abc Handout 2
Abc Handout 3
Abc Flashcards

Main Aims

  • To provide clarification, practice and review of indefinite pronouns in the context of party

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a cnversation in the context of party
  • To provide specific information listening practice using a text about fancy dress party in the context of party


Lead-in (2-3 minutes) • To set the context and elicit some information from the students

T shows a picture (of Paul) related to the listening exercise and encourages the Sts make guesses about the context and topic of the listening by asking following questions - What do you see in the picture? - What are the differences between two pictures? - Do you see the same person? - Where is he going? What do you think?

Listening (5-6 minutes) • To make Sts listen for specific information and to expose them to the TL

T tells the situation to the Sts T gives the instructions and the HO1 Sts listen and match the questions with their answers and find the question which is not asked Sts check their answers with their partner T checks the answers with WC

Presenting the TL (8-10 minutes) • To clariify the meaning, form and pronunciation of the TL

T writes an example sentence taken from the listening "Everybody had to dress up as something beginning with the letter M." and underlines the TL T asks the students to guess meaning of the words T writes 4 more example sentences on the board "Everyone has a pen/pencil. I didn’t eat anything. Someone is at the door. I looked everywhere for my chocolate." T use CCQs to help the Sts understand the meaning T clarifies the form by underlining the TL in subject and the object structures, then underlines the verb after the subject structure T shows the stress and pronunciation of the TL, models and drills

Practising the TL (4-5 minutes) • To categorize the TL according

T asks the Sts to discuss with their partner and fill in the gaps in exercise 1 T shows a table on PPT, and one by one holds a flashcard, in each there is an indefinite pronoun Sts tell the T where to attach each flashcard and she moves accordingly. In this way, T checks the answers ang gives WC FB T repeats the CCQ if there is any confusion among Sts

Practising the TL through Listening (4-5 minutes) • To provide further practice of the TL

T holds the HO1 and tell them to look at exercise 2, she tries to elicit the instruction by asking " What are we going to do in this exercise?" Sts work with their partner and choose correct indefinite pronoun form Sts listen and check their answers T asks Sts for any incorrect answers

Gap-Filling Exercise (3-4 minutes) • To practice the TL further

T shows the Sts the HO2 and asks them to fill in the gaps individually with appropriate every-, some-, any- and no- T changes the pairs of the Sts Sts check their answers with their partners T checks the answers, and write them on the board

Follow up (10-12 minutes) • To practice speaking by using the TL

T asks to take out HO1 T asks Sts to think about a party, a festival or a wedding ceremony they attended and take some notes on a paper T tells them they can use the questions in the listening exercise to help them T puts the Sts in groups of three T tells Sts to talk about their experiences by using some TL T monitors the Sts during their conversation, helps if necessary T writes some example of wrong sentences on the board and asks Sts to correct them

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