Intermediate level


Abc PPT, listing Audio, and board game.

Main Aims

  • To provide clarification and practice of forming wh- and short answer questions in the context of Commumication with people in different situations.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of asking questions to communicate different situations.


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

task 1: The teacher will display a group of pictures and asks learners to comment by describing the situations in the pictures. - mention a similar situation that was funny, embarrassing, and unforgettable. (select one or 2 students to share/divithe de class into groups if the student number is above 10 and for smaller classes; divide students into pairs.) Task 2: 1. The teacher will ask students to match the pictures with these situations: Someone answering questions to complete a form. Someone arrived in a foreign country and is greeting an old friend she hasn’t seen for a long time. Someone getting to know a classmate on a new course. 2. Teacher will ask students to check answers in pairs then display answers for the whole class.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

task1: - Teacher will ask Ss to think of two questions that the people in each situation might ask. - Teacher will divide learners into pairs to share their thoughts together. - teacher will ask students to: a. Listen to nine short conversations b. Match them with situations 1-3. - Teacher will ask students to pair check answers and then display the answers for the class. Task2: - Teacher will ask students to: 1. brainstorm How many questions from the conversation can you remember? 2. Make a list. 3. Listen again and check the answers.

Highlighting (5-8 minutes) • To draw students' attention to the target language

The teacher will ask students to 1- use the notes of the questions they have taken in the previous activity. 2- divide them into Wh- questions and short answer questions. then, add to the list different Wh- question tools (compound question words: how often- how long- what about - what kind- what color- what sort- how many- how old- how much- how exactly- what exactly- where exactly- etc.)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1. Teacher will display a table of questions and ask students to - fill the gaps in each question, - identify the tense of each question, - then write the form of each question. 2. teacher will ask students to check answers in pairs and then explain the forms and usages of each question and tense if needed.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Teacher will ask students to answer activity number 1.a, page 7: -Complete the questions with the verbs. -check answers in pairs, then compare answers as a class. Teacher will provide feedback and explain mistakes if needed. -then ask students to match the questions with answers in activity 1. a, on page 6. - listen to check answers.

Clarification 2 (5-7 minutes) • to teach pronouncation

Pronunciation task The teacher will highlight the word stress in question by: - asking students to guess and underline the stressed words in each question. - share their answers - listen to the questions and check their answers. -teacher will drill the questions by exaggerating the stressed words.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

The teacher will ask students to do activity 3. a: in pairs - discuss questions you might ask in each of the following situations. - listen and check answers. - In pairs, choose four questions. Then think of two or more questions of your own. take turns to ask and answer the questions. -Teacher will observe, provide help when needed, and provide feedback for accuracy.

Free Practice (15-20 minutes) • To provide students with free practice of the target language

Board Game (Finding a language friend): teacher will : -divide students into groups/ pairs. -hand out board cards and dice to students - ask students to roll the dice twice: 1st to get the column number then 2nd time to get the row number. -teacher will demonstrate 1 or 2 questions. e.g.; Likes to get up early. I don't like to get up early, I am an early bird. who likes to get up early? Has the same sibling number as you. I have 3 siblings. who has the same sibling number as me? each student should take a turn and make questions about the situation, then answer this question. Other students can share their answers before the next round starts. - students should take notes and prepare a report about similarities and differences between them and their peers. - At the end, students can find their perfect match to study and practice using the language together during the level according to their lifestyle, personality, and mutual interests. Finally, they will plan the types of activities they can do together.

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