meryemcolak meryemcolak

Celta TP3 22 November-Grammar-Indirect Questions
Upper-Intermediate level


In this lesson, students will learn how to form and use indirect questions to be more formal and polite. The lesson will be linked to the other lesson with lead-in and audio script used there will be the context to introduce the target language and work on it. It is a grammar lesson in PPP framework. Students will be exposed to the target language and clarification will be made later. There is one controlled practice following them and a semi-controlled Role play activity as closure.


Abc Volcano Cartoon
Abc Role Play Cards
Abc Language Leader UPP SB, U2.3, p. 20 ex. 5-6
Abc Table-filling sheet (Audio Script)
Abc Sound effects for Role play
Abc Meaning-Matching Sheet
Abc Form-Matching Sheet
Abc Controlled Practice Activity
Abc Language Leader UPP SB, U2.3, p. 20 ex. 5-6
Abc Language Leader UPP SB, U2.3, p. 20 ex. 5-6

Main Aims

  • To enable them to use indirect questions in contexts requiring to be polite and more formal

Subsidiary Aims

  • To provide students with practice in speaking for accuracy


Lead-in (2-3 minutes) • To set lesson context and engage students

Start the lesson by showing a fun cartoon about the volcanoes, which was the listening context of the previous lesson, and link two lessons. To engage students ask questions like 'Do you lava volcanoes?' (Lava was a word in the cartoon), Are they that innocent? Why?

Exposure & Highlighting (4-5 minutes) • To provide context for the target language through a text or situation and to draw students' attention to the target language

To expose Ss to the TL ask them to find the indirect questions and fill in the chart using the audio script. Set 3 minutes. Students work individually. Get them to check in pairs later. Show the answers on the board.

Clarification (16-17 minutes) • To clarify the meaning, form and pronunciation of the target language

Get them to find out the meaning with guided discovery. Show the sentences in the chart on the board and ask them some CCQs to clarify meaning: Who is the conversation between? (A professor and students) Who is asking the questions directly? (Professor) Who is asking the questions indirectly? (Students) Who needs to be more respectful and formal? Students or the professor? (Students) Which questions look more polite? Direct or Indirect? (Indirect) Then continue with the meaning-match exercise to enable them discover the meaning referring back to the audio script if necessary. Get them into pairs for this activty. Set 2 minutes. Then get in the answers in WCF. Ask a few more questions if necessary. To clarify form use the form-matching sheet. They will apply to the sentences in the chart again. Get them into pairs again. Set 2 minutes. Discuss the answers in WCF. Then highlight the form on the WB in detail and draw attention to the key points they may have difficulty. After doing these, work on pronunciation and linking using the introductory phrases on the board. Model and get them to drill firstly chorally and then individually.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Set 3 minutes. Get them to remake the questions in indirect form and answer them. Try to monitor well to check if they have understood. They will compare their answers with their partners before WCF.

Semi-Controlled Practice (13-14 minutes) • To further consolidate the target language and allow some production.

Get them into groups of four. Tell them to prepare a role play using the questions on th cards. They need to form the questions in indirect form. Set 5 minutes. Give them the role play cards. To check if they have understood ask ICQs about the procedure. While they are preparing monitor well. After the time is up ask them to act out their roles. For the train station, amusement park and the hotel reception use the play the sound effects to make it more fun and realistic. Take notes about the mistakes to work on them at the end of the lesson.

Web site designed by: Nikue