Alla Malkina Alla Malkina

Dinner Party conversaitons
Upper intermediate level


In this lesson, students will share their experience about being at the dinner party and discuss the possible topics which can be brought up in this situation. They will learn how to make direct and indirect questions.


Abc Dinner party picture
Abc Pictures representing the conversation topics
Abc Gap-fill handout
Abc Grammar rules handout

Main Aims

  • Practicing Question Forms in the context of making conversation at a dinner party.

Subsidiary Aims

  • Speaking practice for fluency in the context of making dinner conversation.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T will show a picture of two people having a conversation at a dinner party where the parties look bored and uninterested. T will elicit what is happening and what might be the possible reasons for this. T-S task feedback (elicit a few ideas).

Pre-speaking Task (5-8 minutes) • To prepare students for the speaking practice

T will show different pictures representing the conversation topics. T will divide Ss into pairs, give out one question for each topic to each pair and will ask the them to post the questions around the room under the relevant picture.

Language Analysis (7-10 minutes) • To review the grammar studied earlier in the week, to support the speaking activity.

T gives the Ss the rules handout to look at it in pairs. T puts 1 question as an example of each form on the board. T elicits which rule it fits with. Then T gives the Ss gap-fill handout and asks them to look at the questions and guess how to fill in the blanks without writing anything.

Speaking semi controlled practice. (15-20 minutes) • To stay on the topic as long as possible and to practice speaking skills.

T uses questions for the topic of family to model the activity with the class. T elicits that each pair/group will have 1-2 topics. Ss will find someone from another group and ask all the questions, and vice versa. Ss must speak to one person from each group so that they have asked their questions to everybody and have been asked all of the other other questions by members of the other groups. T demos that the Ss should follow up questions and try to keep the other person talking as long as possible. When all the students have spoken on all the topics, T does whole class feedback, which topics were the easiest to talk about at length and which topics questions were difficult to talk about.

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