Nahyan Nahyan

Teaching Practice 1
Upper Intermediate level


Practice speaking for fluency and give students practice is question forms.


Main Aims

  • To provide fluency speaking practice in a Conversation in the context of Dinner Party conversation.

Subsidiary Aims

  • To review and give students practice in question forms


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

After a brief introduction with the class, I will show students a picture depicting some people having dinner. Some of them are looking happy while others look bored or uninterested. Students will brainstorm and share their ideas about how they start a conversation while having such gatherings.

Pre-Speaking task (8-10 minutes) • Students will get to know what is their purpose of speaking?

I will ask the students to share their views about which topics they would like to discuss at a dinner party or which topics they usually avoid? Then I will divide them in to pair/groups and give them a question sticky. Students will walk around and have a look over the already pasted pictures on walls and paste their asssigned question sticky infront of the relevant picture. They will be provided the list of questions for self correction.

Language Analysis (8-10 minutes) • To highlight and clarify useful language for question formation and indirect question

Students will be asked to turn around the questions sheet. I will give them overview of the question and indirect question formation rules. Students will be given a fill in the blanks task. They will be again divided in to pair/group to discuss the possible answers for them but they dont have to fill them up at the moment. Students will be given 1A grammar rules part to look at it and finalize their answers.

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

Students will be asked in group or pairs to ask questions in such way that they have asked questions and have been asked all the questions from each other.

Feedback (1-2 minutes) • To provide feedback on students about the productive skill task

At the end I will ask the students for the feedback about the topics they found easier to question or difficult to talk about.

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