İdil Eser İdil Eser

TP 2A
A2 (Elementary) level

Description

In this lesson, students will practice getting fluent with WH questions in present simple tense.

Materials

Abc Fruit names
Abc Speaking HO

Main Aims

  • To provide semi- controlled and freer practice of wh- questions

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of personal inform

Procedure

Lead-in (3-5 minutes) • To activate Ss' existing knowledge of the topic

-T will tell students to imagine that they are at a party and to imagine that they are meeting someone new. T asks what information they want to know about this person. T gets answers from students and writes them on the board. -T uses some of the information to create questions and writes 2-3 examples with the information on the board.

Useful language (2-3 minutes) • To provide students with the necessary vocabulary and a form for the next exercise

-T tries to elicit the words "nationality", "subject", "earn". T demos or models to words and gives the meaning of these words. -T asks Ss how to asks this information to people and writes the questions on the board.

Preparing to speak (5-8 minutes) • To provide an opportunity prepare for the task

-T creates pairs -T chests the HO. -T tells Ss to look at the words on the paper for 30-40 seconds and ask their partner if there are words that they don't know. -T gıves the papers. -T asks WC if there are words on the paper that they don' know. If there are T lets Ss to tell the meanıng to their friends in English if no one knows T demos or models or shows the words. -T shows Ss the circle they have on their paper on the board. T explains the next task by saying it will be a pair work. T shows the words on the board and explains that they should help each other to write two questions for each of the six subjects. T demos how to do the exercise by picking up words and writing questions on the board. T gives 4 minutes to Ss. T asks ICQs "Are we doing this exercise alone or together?" "How many subjects are there?" "Are we writing questions or sentences?" -T monitors, gives help and corrects the errors.

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

-T now asks Ss to talk with their partners and compare their own answers to the questions. T models an example with a strong student. T gives 3minutes to Ss. e.g. T: "How old are you?" S: "I am 20 years old." T: "I am 23 years old." T tells Ss to finish the questions by asking to each other and answering them verbally. -T gives the instructions for another exercise. T tells Ss this time they will ask the questions on paper by walking around the classroom and try to find the similar/same answers. T advises Ss to take notes when they get their answers. T gives Ss 4 minutes. -While Ss conduct their task T writes a question and an answer on the board for follow up exercise. -After Ss are done T checks their results and asks if anyone found a person with similar answers. T asks if any answers surprised Ss.

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

-T gives different fruit names to each student. T tells Ss not to show to their friends. -T hands out blank pages to the Ss. T tells Ss to answer the 12 questions on the HO, T shows the HO and shows the example on the board. e.g. Q: When is your birthday? A: My birthday is on 14 May. T tells that Ss have to write full sentences. T tells Ss to write the name of the fruit they got on the paper and reminds them not to show to their friends. T asks ICQs. "Are we doing this alone or together?" "How many questions are we answering 5 or 12?" "Are we writing full sentences or short sentences?" "Are we writing our names or the fruit name on the page?" -After Ss are finished T collects the papers. T randomizes pairs. T hands out the answer papers that Ss created randomly to each student. T asks Ss to guess with their partners which paper belongs to who and write down the fruit name on the paper with that person. T gives an example. "I got Banana's paper. Banana is 40 years old, is a teacher and likes cats. I think Banana is John. I will write down to my notebook or on a paper Banana=John?" T asks ICQs. "Are we doing this exercise alone or together?" "Do we write notes of the people we guess?" -T collects the answer papers. T says the name of the fruit and listens to the Ss' guesses then checks the real identity.

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