Ali Erdem Ali Erdem

Lesson 6
Pre-Intermediate level


In this language focused lesson, | will begin begin by eliciting the word weird using pictures put up on the white board. Then, for a listening exercise, I will play a recording about crop circles that appeared in southern England. Students will then be asked to complete each question with the correct word individually. Then they will do a peer check. I will then play the recording again, and with their partner whom they peer checked with, they will be asked to match the questions to the answers given. As a speaking exercise they will be asked to discuss with their partner what information they found to be the most surprising, and how they believe the crop circle was formed. Then we will analyze the construction of the questions from the listening exercise with the use of How + adjective/adverb. Students will make eight more questions by combining the question beginnings (a-h) with the most appropriate question ends (1-8). They will then use the questions and their own ideas to interview their partner. As a writing exercise, students will complete the table by writing down how long it takes you to do each activity. Ss will guess the time it takes their partner to do the same things and then ask questions to check their ideas.


Abc Matching question beginnings and endings cut outs
Abc Answer Key
Abc Question Activity
Abc Exercise 1 and 2 (Prediction + Listening)
Abc Audio Recording
Abc Powerpoint Pictures

Main Aims

  • To provide clarification of How + adjective/adverb in the context of 'weird'

Subsidiary Aims

  • To provide accuracy speaking practice in a interview in the context of their own personal lives


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

By using pictures of crop circles and aliens, I will elicit the word 'weird.' I will put on display a couple pictures of aliens and crop circles and ask students what we call this type of stuff or events. I will put five blank spaces up on the board and ask the students what the word is. If the students are still having trouble, I will give them letters, as hints, in order to determine the word.

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

I will give the students a handout and ask the students to predict what goes in the blanks in the first gap fill exercise. Along with predicting what words go in the gap fill, I will ask the students to predict the answers that go with the questions from exercise 1. Once they are finished with their predictions, I will play the recording so they can check to see if their predictions were correct, if they were incorrect they can correct their answers. Then I will ask the students to do a peer check and we will have feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

I will go over the language focus for the lesson. The target language for the lesson will be Lexis: How + adjective/adverb. Students will have seen and heard the target language in the listening exercise, so it should not be completely unfamiliar to them. I will elicit when and where to use the following; How long.. How often.. How many.. How much.. How far.. How fast.. How old.. How well..

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

Students will be grouped in groups of 4 or 5 and will be asked to do a matching assignment. I will hand them cut outs of the Lexis: How + adjective/adverb, along with the question endings, and ask them to match the two. After about five minutes, I will hand the students an answer key. We will then have whole class feedback and I will ask the students when to use How often, How many, and How much. Then the students will be asked to interview their partner using while using the questions they have just finished piecing together.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

I will give the students another handout and ask the students to complete the question beginnings with their endings. This will give me the opportunity to see that the students have developed the ability to use the language. I will then ask the students to ask their partners the questions. Then we will have whole class feedback. I will ask who lives the furthest away from ITI, How well their partner speaks English, and How much money their partner spends in one day. I will use this opportunity to correct any errors I may hear, and take questions.

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