FERDA FERDA

Wh- Question Words & Speaking
Elementary level

Description

In this lesson, students practice speaking activities based on wh- questions. The lesson starts with the teacher's photo and students are expected to create questions about the photo. Once the vocabulary is set well, some questions are presented and students are given tasks to interview each other based on these questions.

Materials

Abc Pairwork Handout
Abc New English File Elementary Student's Book E-Book

Main Aims

  • To provide accuracy speaking practice in a conversation in the context of question words.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of question words.
  • To provide clarification of question words in the context of interviewing with someone.

Procedure

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

T greets the Ss and shares the screen, shows slides 1 and 2. T shows slide 3 and engage students in the lesson. T asks Ss "So, what do we need for this lesson?" (T uses a wh- question word ) T shows the photo on slide 4 and asks Ss to ask questions about the photo. Expected questions could be as follows: "Where is here? Who are these? When is it? How is the weather? What are they doing? Why are they sitting next to the fire? etc." T shows slide 5. T asks some CCQs to make sure if the meaning is conveyed accurately as follows: "Do we use 'when' to ask about date or place? Do we use 'who' to ask about people or time? etc."

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows slide 6 and gives 2 mins to Ss to complete the activity. T shows slide 7 giving the correct answers. T shares the link of matching activity in the chat part. T shows slide 8 gives the Ss three minutes, Ss work individually and they do the activity. T makes the Ss listen to the audios number 24 and 25. Ss copy the rhythm of the questions on slide 9.

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

T shows slide 10. T shares handout 1 with the Ss in the chat part. T asks some ICQs as follows: " Will you work alone? How much time do you have? Will you write or speak?" T sends the Ss to the breakout rooms for 5 minutes (in pairs if possible) T monitors the Ss in the breakout rooms. T shows slide 11 and elicits answers from the Ss. (as they have already studied present simple interrogative, it is appropriate to elicit) T shows slide 12 as the answer key of the activity.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

T shows slide 13 and shares the link of wheel activity in the chat part. T asks some ICQs as follows: "Do you all have the links? Will you share your screen? How much time do you have? Will you work alone?" T sends Ss to the breakout rooms in pairs for 8 minutes. T monitors Ss in the breakout rooms.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T monitors Ss during two different activities in the breakout rooms. T uses the appropriate method to correct any probable mistakes.

Flexi Stage (5-10 minutes) • To give extra activity for fast finishers

T shows Slide 14. These Padlet posts were written by Ss themselves last week. T wants Ss to ask questions about one of the classmates. This continues till everyone takes part.

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