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Speaking Extra Elementary TP2


Abc WB
Abc HO
Abc Sentence Box
Abc Imagine Picture
Abc Jill and Maddy Dialogue

Main Aims

  • To give Ss controlled & semi-controlled speaking practice in the context of “What about you?”

Subsidiary Aims

  • Simple Present – wh- questions.


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students.

Show the ss a picture of a dinner party. Ask them: "Where are these people? What are they doing?" to elicit the word dinner or party. If not successful, ask the ss "Are they in a party?" "Are they eating?". Give FB by praising correct answers verbally."

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks.

Show the ss the responses from the dialogue between Jill and Maddy using the OHP. Give ss a minute to talk about and come up with questions in pairs. Next elicit the questions for the responses from the ss and write them on the WB. Give feedback by verbally praising correct answers and language. Elicit the meaning of the word "imagine" from the students by showing them a picture of someone imagining something and writing i_ag_n_ on the board and playing a quick hangman game together.

Productive Task #1 (6-8 minutes) • To provide an opportunity to practice target productive skills

Give ss HO. Tell them "Imagine you are at a party. You have a new friend. Write 6 questions to ask your friend". Show the ss the HO using the OHP and do one example together. Tell ss "You have 4 minutes". Monitor and write down examples of good language and language with errors for the FB and error correction later stage at the end of the lesson.

Productive Task #2 (13-15 minutes) • To provide an opportunity to practice target productive skills

Tell ss "Answer the questions you have". Do an example on the board. Tell them "You have 2 minutes". Next tell ss "Work in pairs and look at your answers. Are they different or the same?" You have 1 minute". Tell sts "Stand up and talk to 6 people. Ask all your questions to every person. Write your friends' answers on your paper. You have 10 minutes ."

Feedback and Error Correction (10-12 minutes) • To provide feedback on students' production and use of language

Ask ss "Does anybody have the same answers with you?" Let ss share their findings with the rest of the class for 1-2 minutes. Write 10 sentences that ss used while fulfilling the speaking task. Write 2-3 good examples of language and 7-8 sentences with errors. Tell ss "7 sentences on the WB have mistakes. Talk with your pair and find the mistakes. You have 1-2 minutes". Next go through each sentence and ask ss "Is this sentence correct? Why not?" and elicit the correct language from sts. Give positive feedback for successful attempts.

Flexi-stage - If time (3-5 minutes) • To recycle target language.

Show ss a box with strips of paper that you prepared before class. Pick a strip of paper and read the sentence written on it to the ss. eg. I live in Brooklyn. Do the first one together. On the board draw "_____ _____ _____ live?" and ask ss to find the question. Next ask volunteer ss to pick a paper and read the sentence on the strip of paper to the rest of the group. If the student who picked the paper can find the question, s/he says it, if not, their classmates help them.

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