Reza Vasa Reza Vasa

TP: 2b
Pre-intermediate level


In this lesson students will practice on word stress and information words first and then in a freer context they try to discuss with their partners the their day to day life in their home. They will do some activities and then practice their use of information words with the right stress pattern of the jobs they have been exposed to.


Abc Stress Dominoes
Abc Writing activity
Abc Cut-out Activities
Abc Students' responses
Abc pairwork and whole-class activity

Main Aims

  • To provide fluency speaking practice in a in a freer context of work and commuting

Subsidiary Aims

  • To provide practice of Wh-questions in the context of work and commuting


Lead-in/Warmer (5-6 minutes) • Talk about commuting in a city like Istanbul

1. The students are firstly greeted. 2. Some pictures from Google are shown on the whiteboard. (Either through the Powerpoint or the Prinouts). 3. Four questions placed on the board. a. How do people go to work in Istanbul? b. How long does it take them? c. What are the conditions like? d. Is it getting any better? 4. One is practiced and then the students are expected to work with the next three questions in pairs.

Useful Language (12-14 minutes) • To provide the useful grammar they need to talk about the context for the next activity

1. The students are exposed to different wh-questions. 2. The first hand-out is given. Instructions are provided and ICQs are asked. CCQs are also asked to make sure they know the words well. 3. They work individually and then in pairs to find out whether they were right and their answers are checked with the answers provided. 4. The words are put on the board and a board-rush is played. The game is explained and then played. ICQs are asked.

Productive Task (20-22 minutes) • To provide an opportunity to practice speaking in a freer context of work and commuting

1. The students are asked to form questions with who...? individually and write them in column A and their provide answers in column B. 2. They are asked to work in pairs asking their partners about them and answer their questions about their home. 3. They are finally asked to write their partners' answers and do this as a whole class activity.

Feedback and error-correction (4-5 minutes) • To provide feedback on students' production restricting it specially to the language focus in the lesson

1. The students are monitored during the different activities. 2. The good points as well as the grammatical errors are written on the board. 3. They are asked to give feedback to the words, expressions and sentences on the board.

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