Elena Elena

TP6 lesson
Elementary A1/A2 level


In this lesson students review and practise grammar "asking the Wh questions using the past simple". The lesson starts with the quiz in which grammar is exposed to students. It is followed by controlled practise of the language (form and pronunciation) and some freer practise in the context of personal events in the past..


Abc History_makers_white_board
Abc History makers quiz
Abc Man_driving
Abc Audio
Abc Flying a plane
Abc Make a question handout
Abc Find someone who handout

Main Aims

  • To provide practise of speaking in the context of "History makers and personal events in the past"

Subsidiary Aims

  • To provide review, clarification (if needed) and practice of "Wh- questions in the Past Simple" in the context of History makers and personal events in the past


Warmer (2-4 minutes) • To get students' attention and increase their motivation for the next stage

T puts on the WB portraıts of the "History makers" and asks students if they know who these people are. Then ask students to discuss in groups why they think this people are called history-makers. T may give hings to help students to recognize the people FB Ask several students for their opinion CCQ Who are Turkısh history-makers

Lead-in (3-5 minutes) • To present TL to the students in the context of History makers and preteach the vocabulary

T tells the students about the people they couldn't recognize. and elicits/exlains the meaning of "to fly" and "explorer" T A person who goes to places where nobody went before. What do we call him? Explorer. Marco Polo was an explorer - he was a first european who went to China CCQ What other explorers do you know? (Christopher Columbus) Drill chorally and individually Instruction:In your groups do the quiz. FB T underlines the correct answers on the WB and asks the students how many correct answers their group has.

Controlled practice of grammar (7-10 minutes) • To provide controlled written and spoken ractice of the TL (form and pronunciation)

T puts the handout on the WB using projector. Here are questions, please put the words in the correct order and write down the questions. Work on your own. ICQs Do you speak or write? (write) Do you work with a partner? (no, on your own) T monitors corrects the errors if necessary. IIf many students have difficulties with the exercise may consider doing clarification activity before WC check and FB. Peer check. FB: T plays the audio and pauses after each question for students to check their answers. Choral and individual drilling of the questions. T uses gestures to draw students attention to the intonation patterns, connected speech and main stress in the sentences. Consider writing the sentences on the WB if needed.

Clarification of grammar (form) (4-6 minutes) • To make sure that students understand the form of the TL

*I may skip this stage if students don't have difficulties with the previous task. T puts on the WB "Help with Grammar" table. Instructions Please look at the table. CCQ What is the main verb in this sentence? Does auxiliary verb have a meaning? What auxiliary would you use for question in the present tense? Please unfold your "history quiz handout". Work on your own. Put questions 2 and 3 from the quiz into the table. ICQs Do you work with your partner (no) Do you put all the questions into the table (no, only questions 2 and 3) FB Ask early finishers to write the sentences on the WB, check with WC

Semi-controlled speaking practice (7-10 minutes) • To provide semi-controlled spoken practise of the TL

T: Work with your partner. Take turns in asking and answering questions. ICQ. Is it ok to only answer questions? (no) Teacher monitores and uses hot correction. If students make the same mistake puts in on the WB.

Freer speaking practice (8-12 minutes) • To provide freer spoken practise of the TL

Instruction 1. Work on your own, Choose 5-8 events in your life. You can use the events from the handout or other events. Draw a timeline and put on it event or year when it happened (T draws a timeline for herself to illustrate the instruction) ICQ: Can you have just one event? (No) Can you have 10 events (No, maximum 8) Do you put a year and an event (no) Now work with your partner. Ask him or her questions to get more information. For example if you have a date what can you ask? (What did you do in...) If you have an event what can you ask? (When did you....? Where did you...?) T writes possible questions on the WB. Choose 3 events in your partner's life that you think are most important. FB Ask several students to tell about their partner FB Delayed error correction if students make mistakes using the TL.

if time activity (find someone who) (6-10 minutes) • To provide freer spoken practise of the TL

Instructions Please talk to you classmates, ask them questions to find out if they match these criteria. ICQs Can you just show the handout? (no, you need to ask the questions) Can you ask only one person (no, you need to talk to different people)

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