Hamid Mohammadpour Hamid Mohammadpour

TP 4 Ask The Experts
Inhtermediate level


In this lesson, students ,during earlier stages in this lesson, will learn some vocabulary pairs and their different part of speech,in this case noun-verb relations. They will practice appropriate use of these verbs and their noun forms through controlled-practices. Finally, using target language through an interactive activity called "I'm Feeling Curious" they will be practicing speaking, in which they will have to find an expert to answer their queries.


Abc cut-ups
Abc Ask The Experts
Abc cross out

Main Aims

  • To provide clarification and practice of questioning lexis in the context of wonders and facts

Subsidiary Aims

  • To provide accuracy and fluency speaking practice through an inquiry in the context of wonders and facts


Stage 1 (Warmer/Lead-in) (5-6 minutes) • To set lesson context and engage students

'What's continuum feature on phones?' Teacher starts the lesson by writing a question on the board, which is not expected to be answered by students. However, working in pairs, they will come up with some responses. This question is aimed to engage them and make start predicting. Students are told that they are going to watch a short video and find the answer to the aforementioned question. They are told to focus on the answer to the question. Teacher plays the video. After watching the video, students discuss the question in pairs. Teacher elicits some answers from students. Teacher elicits the word 'expert' from students.

Stage 2 (Predictions) (7-9 minutes) • To provide context for the target language through some queries

Teacher passes out sheets with pictures on them. Students look at the photos. Teacher elicits what they can see. Teacher gives instructions to students to match 6 questions in ex. 1A to the pictures A-F. Students match the questions to the pictures in pairs. In feedback teacher nominates a student to come to the board and write the correct matching answers. Teacher gives them 2 minutes to work in groups of three and try to answer as many of the questions as they can. In feedback, teacher elicits some ideas, but doesn't give them the correct answers yet. The answers to those questions are in cut-ups sticked to different places in the classroom. Students are asked to stand up and move around the class in pairs, to find the correct answers to the questions. The pairs finding the correct answer to a question, will take the answer and later read it loud to the class.

Stage 3 (Highlighting) (3-5 minutes) • To draw students' attention to the target language

Students match the verb pairs in the box in ex. 2A with the situations 1-5. Teacher may do the first one to the students as an example. Students work alone and then check in pairs. In feedback, teacher elicits students' answers. teacher drills some verbs.

Satge 4 (Clarification) (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

In case some students have problem with the meaning of the verbs, teacher may clarify the meaning using CCQs. Teacher gives instructions to ex. 2B. They are supposed to find verbs in previous exercise which are also nouns. Teacher reads the first one as an example to the class. In feedback, teacher asks a students to come to the board and write the correct answers. Finally, teacher draws students' attention on pronunciation, syllables and stress. Teacher asks them to think about the noun forms of the other verbs. Students are told that there in one verb which doesn't have a noun form. Students write the noun forms of the other verbs in exercise 2A. 'look into' doesn't have a noun form. Teacher elicits their answers and writes them on the board. Teacher focuses on form and pronunciation. Teacher highlights that sometimes when part of speech changes, stress pattern might also change, 'investigate' and 'investigation'.

Stage 5 (Controlled Practice) (6-8 minutes) • To prepare students for more meaningful practice

Teacher does the first example in ex. 2D as an example. students are given 4 minutes to the the task. They work alone and underline the correct alternative. then they check in pairs. In feedback, teacher elicits their answers and if necessary drills some forms. Teacher pays attention to any changes in word stress. *If there is enough time left, teacher gives 'cross out' handout (a workbook activity), in which students should cross out the alternative which is NOT possible, for more practice.

Stage 6 (Free Practice) (8-10 minutes) • To provide students with free practice of the target language

Students each receive two cut-ups, one with a question first, and later the another one with an answer. But the answer they have is not to the question they have. They are asked to think about the question they have and read the answer very carefully. Teacher tells them that they should mingle around the class and find the answer to their questions and at the same time answer to a person who is asking them the question that they have the answer to it. The expert who has the answer to a question, explains the facts. Students are supposed to use target language when trying to find the person who has the answer to their questions. Teacher monitors but doesn't interrupt their conversations. Teacher takes notes for delayed error-corrections. When they find the person with the correct answer to their question, they take the answer and sit down. If there is some time left, teacher might have some students reveal some interesting facts.

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