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TEACHER: Paulina
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WEEK: 3
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DAY: Tuesday
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LENGTH: 45 min
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LEVEL OF SS: Upper-Intermediate
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DATE: 16/08/2016
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TP# 5
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TOPIC/THEME: Q&A (Questions and answers)
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LESSON FOCUS: Grammar
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MAIN AIM:
By the end of the lesson students will have
understood and used different types of questions to ask each other about
personal information.
Subsidiary
Aims:
Students will have also revised grammar tenses.
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PERSONAL AIMS
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CLASS PROFILE:
The class consists of __ students, __ men and __ women, __ Polish
and __ Ukrainian. The age range varies from students in their 20s to students
in their 50s.
This is a new group and I can only predict
that some students will be stronger than the others. I expect to have a
mixture of different types of learners.
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ASSUMPTIONS:
In this lesson, I
assume students have already encountered all the types of questions we are
going to practice but may still need help in some areas, especially with
subject / object questions and direct / indirect questions.
They will have
some general knowledge about English tenses and they have probably seen this type
of grammar revision before.
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ANTICIPATED PROBLEMS &
SOLUTIONS FOR LESSON OVERALL:
e.g. issues with Classroom management
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ANTICIPATED PROBLEMS
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SOLUTIONS
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Problem 1
Latecomers might
miss the introduction.
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Solution 1
Put them in
pairs/threes with students, let them join the activity you are currently
doing.
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Problem 2
Freer practice
might seem a bit complicated at the beginning.
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Solution 2
Use ICQs to make
sure students understood all of the instructions.
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Problem 3
Students may use
Polish instead of English.
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Solution 3
Remind students
that the purpose of the speaking activities is to practice English, not
Polish.
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MATERIALS:
Photocopies of handouts based on U1 from New English File - Upper-Intermediate, PPT, IWB, digital
projector
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Stage Name
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‚‚”
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Procedure
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Stage Aim
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Engage
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T-s-s-s
s-s
T-s-s-s
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3 min
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Set-up: Tell students
they’re going to watch a short video. They need to guess the topic of the
lesson.
Students: watch the
video and guess the topic of the lesson.
OCFB: Check
students guesses.
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To generate interest in the topic in a fun and quick
way
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Contextualization
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T-s-s-s
s-s
T-s-s-s
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4 min
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Set-up: Tell students
you want them to brainstorm what different types of questions there are in
English. DEMO
Students: Brainstorm.
OCFB: Check with
students on the IWB.
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To generate interest in the specific topic of the
lesson: question formation
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Diagnostic
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T-s-s-s
s
s-s
T-s-s-s
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5 min
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Set-up: Tell students
you want to check how much they already know. Tell them that they need to
complete the questions give. DEMO
the first one on the board.
Students: Complete the
questions.
Pair check
OCFB: Elicit the
answers from the students, write the answers on the board.
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To test student’s knowledge about question formation
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Form clarification
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T-s-s-s
s
s-s
T-s-s-s
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6 min
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Set-up: Tell students
you want them to have a look at some examples. Tell them that you want them
to circle the correct option in order to discover the rules. DEMO the first example/
Students: Circle the
correct option.
Pair check
OCFB: Check answers
on the IWB.
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To revise, introduce and clarify the terminology
used to talk about question
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Restricted practice I
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T-s-s-s
s
s-s
T-s-s-s
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5 min
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*This activity may be optional if
previous activities take more time
Set-up: Tell students
they need to make questions without or with auxiliary do / does / did.
Students: Students form
questions
Pair check:
OCFB: Display the
answers on the IWB
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To provide initial accuracy-focused practice
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Restricted practice II
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T-s-s-s
s-s
T-s-s-s
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5 min
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Set-up: Tell students
that in this exercise each questions has one word extra or one word missing.
Students need to add ONE word or cross out ONE word. DEMO the first one on the board. Tell students this exercise is
important because they’re going to use these questions later.
Students: Cross out /
add one word in each questions.
Pair check
OCFB: Unfold
the handout.
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To provide further accuracy-focused practice and to
prepare students for the freer practice activity
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Pronunciation clarification
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T-s-s-s
S
T-s-s-s
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2 min
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Set-up: Ask students
to repeat some of the questions after you. Be very responsive to students’ mistakes!
Students: Repeat the
questions after the teacher.
No feedback
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To highlight the pronunciation of questions –
specifically stress and intonation
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Freer practice
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T-s-s-s
s-s
T-s-s-s
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12 min
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Set-up: Tell students
they’re going to use the questions from the previous task to ask each other
about personal information. Tell them that they’re going to make to circles,
the inner one doesn’t move, the outer one moves after asking each other
questions. First student A asks student B, they can ask some follow up
questions, then student B asks student A, they can also ask some follow up
questions. The outer circle moves once the teacher says so. They can only ask
one question from the list. Use ICQs to check students understand the rules!
Students: Do the
activity as described above
No feedback
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To provide communicative personalised practice of
questions
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PACS
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T-s-s-s
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3 min
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Set
up: Write some errors you
collected on board, ask pairs to correct them – set time limit - 1 min.
Pairs discuss possible ways to correct the
errors seen on the board.
Feedback
in open class: ask students where the
errors are and elicit correct versions form the students, change what is on the board.
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To encourage learners to help students learn from
their errors
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LANGUAGE
ANALYSIS :
GRAMMAR /
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Meaning
Form
Pron
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We
use direct questions when we talk to people we know well, people who are
+/-our age. We use indirect questions when we want to sound more polite and
formal.
Raising
intonation, joined speech.
Sentence
stress, for example:
1. Can you drive? Why are you
crying?
2. Where do you live? Did you go out last night?
3. Why
didn’t
you like the film? Isn’t this a
beautiful place?
4. What are they talking about? Where is she from?
5. Who
lives in this
house? How many people came to the party?
6. Could you tell me where
this bus goes? Do you know if he’s coming?
a. Can you tell me where
it is?
b. Do you know where he lives?
c. Can you tell me whether / if he’s
at home?
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WRITTEN RECORD:
What written record will students get of key
features of M,F,P of the language you are teaching?
Handouts with GD and activities.
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ANTICIPATED
PROBLEMS & SOLUTIONS
GRAMMAR
/
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Meaning:
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Problem 1
Students might be confuse about the use of direct
indirect questions
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Solution 1
Ask
students CCQs – Is it a rather formal or informal question?
Is it
ratter polite or impolite?
Would you
ask your friend like this?
Would you
ask your boss like this?
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Form
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Problem 1
Students may confuse
subject / object questions.
Problem 2
Students may use do / does/ did, etc. or questions
word order in indirect questions
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Solutions
Ask form checking questions: Are we asking about a
subject or an object?
Can we ask: Who did paint Mona Lisa? (no)
Ask students can we say:
Can you tell me where do you live?
Can you tell me what is your name?
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Pronunciation
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Problem 1
Students might struggle with joined speech, and sentence stress and intonation. |
Solution 1
Highlight the pronunciation, especially the intonation and sentence stress during the drilling activity. |
All of the materials are available here
Great job.
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