fatma zehra kök fatma zehra kök

Elementary level


In this lesson, students are going to practice question words and sentence stress in questions in the context of meeting a new friend online.They are going to start the lesson with question words and move on to the exercise where they are going to use the questions to make questions in a controlled practice activity. They are going to finish the lesson with a speaking activity where they are going to ask questions and react to each other.


Abc Latham-Koenig, C., Oxenden, C. & Seligson, P. (2012) English File Elm Ss Bk 3rd Edition, OUP

Main Aims

  • To provide students with practice in speaking with questions in the context of meeting a new friend online

Subsidiary Aims

  • To provide students with practice in using question words


Lead-in (2-3 minutes) • To set lesson context and engage students by remembering the date experience of Samantha and the questions in listening

Start the lesson by asking students the following questions: Do you think Samantha and Kevin had a good time? Why? Do you remember some of the questions they asked each other?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading short dialogues of internet dating in real life

Tell students that they are going to read four short dialogues in 2 mins and think about what the problem is in each date. When time's up, make them pairs and tell them to talk about the problem and if they want to see each other again in 3 mins. Monitor students and give feedback where necessary. Next, ask them what questions they see in the dialogues. Write the question words on the board. Ask sts what other question words they know and again write them on the board. Elicit their pronunciation.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive speaking tasks

Tell students to look at ex.a2.21 and give this simple instruction: -Listen and repeat the question words. (You can nominate students). After the drilling, write who and what on the board and ask them: -Underline the wh- and ask how do we pronounce this? Tell them to use one question word from the box in gaps. Give them 2 mins. When they finish tell them to check with their partners. Then nominate students to tell the answers. Finally listen and check the answers. Tell students to listen carefully again and copy the rhythm. Stop after each question and get a drill. Write two of the questions you prefer on the board and show the stress and intonation in these sentences.

Productive Tasks (20-21 minutes) • To provide an opportunity to practice target productive skills by asking and answering questions made with question words

Give these instructions to the students: -Ask questions in b (showing) to your partner. Ask and answer with each other. You have 5 mins. Monitor students while they are talking and help them when they need. When the time's up, ask them questions about their partners. For Speaking ex.4a use the sheet you prepared to simplify the activity. Tell students to make 5 questions using these. -Make 5 questions using the information (showing). You have 4 mins. When they finish writing questions, call them to the board and make a circle with students. Inner circle faces outwards, outer circle faces inwards. This way, students face each other. After finishing the circle, give these instructions: -Ask your 5 questions to your partner. -When I ring the bell (ringing), move to the next person on your right (show the motion). During the activity, ring the bell three times (less or more considering the pacing). Monitor students and note down errors of question words and major problems on board.

Feedback and Error Correction (5 minutes) • To provide feedback on students' production and use of language

When the productive task finishes, get answers from students about who talked to, what they learnt about others. After this, focus students on board and correct errors by eliciting. Or if it is an intonation error, use drilling to remind the ex.d where they learnt ryhthm in wh- question sentences.

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