İdil Eser İdil Eser

A2 (Elementary) level


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


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


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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