Pre -Intermediate level
To take a closer look at the question forms with auxiliary verbs, as well as the past and present forms thereof
Speaking and reading with a focus on question forms with auxiliary verbs. Pronunciation of contractions
Procedure (40-50 minutes)
T will divide the class into two equal groups. Once the ss have got into their respective groups, T will hand out ss two strips of paper stapled together , the top strip has a question and the bottom strip has an answer - but they do not match. Ss will then have to find the answer to their questions by asking members of their groups. This will prompt them to ask the questions written on their strips,practising forming question with question words. Once they have found the answer they are looking for, they will ask their friends to give it to them. The group that finds all their answers the quickest wins. After both teams have completed the task, as feedback T will ask the students to form a circle and ask a few selected students to read out their questions and the answer that corresponds.
T will write 4 headings on the board: question word, auxiliary, subject and infinitive. T will then say individual words from pre- prepared sentences and ss will say which headings they go under. ( T will not read out the auxiliary words) Ss are then asked to guess the missing auxiliary words. This will first be done in the simple present tense and then another 'time' heading will be added to be able to demonstrate the past form of the auxiliary verb.
In pairs, get the students to read over the sentences and decide which is the correct auxiliary verb that completes each sentence. Then as feedback T will go over the answers with the WC , asking pairs for the correct answer.
In the same pairs, as a speaking exercise, the ss will take it in turns to ask each other the questions in the previous exercise whilst the others answer. T will move around the classroom monitoring the discussions and offering help if needed.
In groups of 3 or 4 ask the ss to go through the text, working out the questions to ask about the missing information.Before you start the task, elicit from students that 'where' asks about a place, 'when' asks about a time etc. Then when all the groups have finished writing the 10 questions, go over the correct answers with the WC and also give each student a answer key.
Pair work . Assign each ss A or B. Give each a picture, A's will receive a picture of Charlie's bedroom before the party and B's will receive a picture of Charlie's bedroom after the party. Then ask them to each look at their pictures and ask their partners questions ,meanwhile trying to spot the differences.T will walk around the classroom monitoring the conversations and assisting if necessary. Once the ss are done with the speaking exercise, go over some of the questions with the WC by selecting students to share their questions with the class.
Explain contractions by writing a few examples on the board then carry out repeated drilling to help them with their pronunciation. Then ask a ss a question and write their answer on the board. Then ask another student to repeat the sentence with a contraction. Ex: Q: Pamir, do you like football? A: No , I do not like football. Then write the following sentence on the WB and ask another student to come up and write the sentence with a contraction. Pamir does not like football.