Upper Intermediate level
• To provide clarification, review and practice of different uses of auxiliaries, specially the problematic ones like echo questions to show interest, question tags, etc.
• To provide Ss fluency and accuracy speaking practice in different uses of auxiliaries.
Procedure (34-45 minutes)
Ask: What can you remember from the listening about Tony and Jess? Elicit some answers. (Tony thinks online learning is a good idea, while Jess doesn't like it very much) Ask: who do you agree with, Tony or Jess? Ss speak about their opinion in pairs.
Tell Ss they are going to read a part of the listening they just listened to. Display the text. Ss read for the first time to underline all the auxiliaries. Show Ss the colored boards. Elicit and read different uses of auxiliaries on the colored board and instruct Ss. Demonstrate the first example (aren’t you?). Put Ss in groups of three. Ss match the underlined auxiliaries with different uses and write them below the headings. Monitor and find the uses Ss have more problems with. Groups move around the classroom, read their friends’ boards and compare it with their own board. Display the answers on the board. Ss look at the board and see if they had the same answers.
Display the sentences related to passive forms on the board. Elicit the MFP for this usage of auxiliaries. Tell Ss that they will read some sentences and should come up with the meaning and form/rule for each usage of auxiliary. Put the pieces of paper on the walls in the classroom. Ss read each piece and write the meaning and form of it on the paper next to that. Ss work in groups, read all the pieces and write the MF or add to what’s been written previously. Put the final answers next to each piece and ask CCQs whenever needed. Elicit the sentence stress wherever necessary, like question tags or echo questions.
Ss fill in the gaps with the correct positive or negative auxiliaries. Ss compare their answers with their partners. Feedback. Ss listen to the audio to check if they have the right answers or not.
Change the seating arrangement so Ss will sit in front of each other in a line. Tell Ss that each pair has 6 sentences and 6 ways of using auxiliaries. One student chooses one piece from the sentences and reads it. The other student chooses one piece from auxiliary uses and comments on what has been said, using that use of auxiliary. Remind Ss that they have 30 seconds to talk about each sentence. Monitor and write examples of good language or errors. write the sentences on the board and elicit the correct language.
Write your name on a piece of paper and pin it to your back. Tell Ss that they can ask you some questions (about the information that they want to know about you). Ss ask you some questions and you answer them, trying to use the TL. Once you have answered their questions, tell Ss they can write their opinion (a word, phrase, or short sentence) on your back. Remind Ss to avoid writing their names and write in random places. Ss stand up and talk to at least three people. Ss ask and answer their questions, using different uses of auxiliaries. Ss have 2 minutes to talk to each person and write their opinion on their back. Monitor and write the sentences that need reformulation or correction.