Aamer Mohammad Aamer Mohammad

Grammar: Question Words
A2+ level

Description

By the end of this lesson, students will be able to:Formulate questions using correct word order with both the verb be and auxiliary verbs (do/does/did).Identify and use high-frequency verbs related to daily routines and common human behaviors (e.g., join, hide, pack, miss).Apply appropriate intonation (rising vs. falling) to $yes/no$ and $Wh-$ questions to sound more natural.Discuss personal habits and find shared experiences with peers through reading and speaking tasks.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification of Question words in the context of Everyday activities

Subsidiary Aims

  • To provide gist reading practice using a text about We are all different in the context of Everyday activities
  • Intonation in questions

Procedure

Lead-in (7 minutes) • Sets the context and activates schemata.

Students look at the main photo (p. 8). T asks: "What are they doing? Do you do this?" Discuss Ex 1 questions.

Grammar Discovery (10 minutes) • Focuses on form and meaning of Wh- words.

Students complete Ex 2A using the question words in the box.

Clarification (Form/Function) (10 minutes) • Deductive approach helps A2+ learners notice patterns.

T uses Ex 2C to elicit rules for $be$ vs $do/does$. Board the structure: $Wh- + aux + sub + verb$.

Controlled Practice (8 minutes) • Provides immediate oral rehearsal of the target structure. T monitors for inversion errors.

Students ask and answer the completed questions from 2A in pairs.

Pronunciation (10 minutes) • Intonation affects politeness.

Listen to 1.01 (Ex 3A/B). Focus on Rising (Yes/No) vs Falling (Wh-) intonation. Drill chorally.

Reading for Gist (5 minutes) • Encourages "skimming" rather than word-for-word translation.

Students skim "Are we really so different?" to find one activity they do (Ex 4B).

Reading for Detail/Vocab (12 minutes) • Contextualizes new vocabulary (hide, wake up, join, etc.). Issue: Phrasal verbs like wake up or go to sleep may be new.

Students read again to answer 4C and match bold verbs to meanings in 5A.

Vocabulary Practice (8 minutes) • Tests concept check of verbs in new contexts.

Students complete the gap-fill in 5B using the new verbs.

Freer Practice (Speaking) (15 minutes) • Production: Shifts focus from accuracy to fluency. Allows for personalization.

Students complete Ex 7A with their own ideas, then mingle to ask 3 classmates their questions.

Feedback & Delayed Correction (5 minutes) • Essential for closure and addressing fossilized errors in a safe environment.

T shares common errors noted during the mingle and praises good use of new vocab/intonation.

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