Tugce Erkmen Tugce Erkmen

Intermediate level


In this lesson, students practise their speaking skills. The lesson starts with a question about nature (Why is the sky blue?). And then, Ss watch a video to find the answer. This is followed by a matching activity and a group discussion about some questions. In the next phase, Ss Are introduced with the target vocabulary. T focuses on the form and the meaning first, and then emphasizes the differences in pronunciation between different forms. Lastly, Ss are put into groups to discuss some questions using the target vocabulary.


Abc Photos
Abc Vocabulary Matching
Abc Completing Sentences

Main Aims

  • To provide clarification of question lexis in the context of facts

Subsidiary Aims

  • To provide fluency speaking practice in a conversation


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

T asks a question to the students: "Why is the sky blue?" T waits to see whether anyone has an answer to this question and then she gets Ss to watch a short video. The video answers this question. After the video, T talks about it with the students and moves to the next phase.

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

T puts Ss into pairs. Then she explains that they will be shown 6 photos. They need to talk about those photos for 1 minute. Photos of: a tidal wave, a wasp, an onion, the Earth, a sumo wrestler, cheese. After that, Ss are given slips of papers with 6 questions on them. Ss match these questions to the pictures with their partner. The answer key is shown to the students on the board and they check their answers with their partners. T puts Ss into groups of 3 and then Ss try to answer the questions in two minutes. Then T gives each group a part of the answer key. Ss first have a look at the answers they have and then talk to other groups to get the answers they don't have.

Useful Language (10-13 minutes) • To highlight and clarify useful language for coming productive tasks

Ss work on their own for the next activity. They match 5 pairs of verbs in a box with 5 given situations below the box in 1 minute. Then the T gives the answers to one of the Ss and gets this Ss to read out his/her answers. The rest of the class see if they have the same answers. Ss continue to work alone in the next task. T explains that 5 five of the verbs in the box are also nouns. T divides the board into two and writes the first one as an example in the first column [wonder(v)(n)]. She wants Ss to find out the others in 1 minute. When the time is up, Ss write the answers on the board one by one. T checks the answers and corrects the spelling mistakes if there is any. Then Ss look at the other verbs and write their noun forms in 1 minute. Before they start, T explains that 'look into' doesn't have a noun form. Then the T writes an example in the second column on the board. When they are done with writing, Ss write their answers on the board one by one. T check their answers and corrects the spelling mistakes if there is any. As the words will already listed on the board,T drills new vocabulary using the order on the board and then shows the stress with a different colour. Then Ss are given a HO on which they will see 6 sentences. Ss underline the correct alternative to complete each sentence. They will have 2 minutes for this activity. When they finish, T will ask one of the Ss to give the correct answer for the first one and then this S will nominate an other S to give the answer. This will continue until the last answer.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

T puts Ss into groups of three and gives each S a set of qestions. The questions are: Do you think children's questions are more difficult than the adult's? What do you wonder in life? What do you discuss on a first date? What do you feel would be fun to debate about? You asked your friend what the time was, but s(he) didn't respond. What would you think? Do you reply every text-message you get? If not, why? You need some information on a certain topic. How would you do that research? What jobs involve investigation? How would you inquire about a university that you want to study in the future? What questions would you ask? Ss discuss the questions for 7 minutes. While the students are talking, T takes notes of their mistakes.

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

Using her notes from the previous part, T gives WC class feedback. She tries to focus on the most common errors of the students.

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