upper_intermediate questions
upper intermediate level

Description

In this lesson, Ss will study in detail the form of making questions in the context of making scientific inquiries and generalizations. Ss will review and extend their knowledge of how to form questions and speak regarding the language learned in the previous lesson.

Materials

Abc Hand out 3A & 3B
Abc Hand out 2
Abc Hand out 1
Abc Ppt

Main Aims

  • To provide review and practice of making questions in the context of generalizations and scientific questions

Subsidiary Aims

  • To provide fluency speaking practice in a questioning and answering in the context of generalizations and scientific questions

Procedure

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

Show students riddle; Q1 What do you throw away that always comes back? peer - peer, Take FB, Tell Ss we will focus on grammar of questions and question words. Ask and write students answers "Can you name some question words?"

Exposure (1-1 minutes) • To provide context for the target language through a text or situation

Show next slide. Questions from previous lesson. Remind students these are from just before.

Highlighting (6-8 minutes) • To draw students' attention to the target language

Matching exercise: Show slide with answers after time is finished. Show riddle slide and break into elements of lang. (i.e subj, verb, object) Next slide. Ask Ss, "How are these questions different?" take FB. Elicit or highlight that some have 'do', 'does', 'did' or other auxiliary verbs, subject object questions? Ask Ss "Why do we use auxiliary verbs sometimes. Elicit subject and object questions

Clarification (9-11 minutes) • To clarify the meaning, form and pronunciation of the target language

Group 1 slide: Choose one sentence. Elicit break down of one sentence to Subject verb object. Ss break down complete other two sentences on their "Hand out 1", peer check, show answers Group 2 slide: QuASM: point out accronym and complete one Ss break down with Ss elicitation. Ss complete next on their own, peer check, Show answers Pronunciation focus: Ask students what letters they don't hear. Model. Take FB. Drill Connected speech and Elision ’t’:…largest brain:"Who hás the largest brain?" Connected speech 'Where is': "Where is the driest place?" Connected speech 'Where does': "Where does the word centipede come from?"

Optional Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

should there be enough time. Write question words on the board. Check Ss comprehension of Question words with CCQ's and give hand out 2. peer check and take FB. Answer as a class

Semi-Controlled Practice & Free Practice (10-12 minutes) • To concept check further and prepare students for free practice

Divide class into two groups. Hand out 3A and 3B. Explain to students they must make a question using the words provided. Peer groups. After 3A & 3B finish making question, pass out answer key. ICQ for assurance that they do not share their questions with the other group. Pair and ask eachother the questions they have made for Free Practice. Take FB to some questions. Write on the board.

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