Lizzy Vick Lizzy Vick

Auxiliary Verbs
Pre-Intermediate level

Description

This lesson will focus on a review of question forms with auxiliary verbs.

Materials

Abc Student A, B Pair Work
Abc Powerpoint Sentences
Abc Tapescript
Abc Create Questions from Text
Abc Gap Fill Handout
Abc Photograph & Listening Exercises 1-3

Main Aims

  • To provide review/clarification and practice of question forms with auxiliary verbs as well as the past and present forms in the context of relationships

Subsidiary Aims

  • To provide students practice in speaking for fluency and accuracy

Procedure

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

Review students names briefly Set the context: we are going to continue talking about family relationships. Yesterday Huss did some activities with you about some wh-questions. Do you remember? e.g. Where were you born? Today we are going to talk a little bit more about wh-questions but first: Project picture onto screen and direct Ss attention to the picture Give instructions for listening ex. 1 Provide example for students Students in pairs take turns describing people in the picture (make sure they do not know which person is being described) Give them 2 minutes.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Explain that Ss will listen to a clip of a woman named Christine talking about the photo on the screen Start handing out activity handout But before we listen Ss read the statements in listening activity 2 in pairs and guess if they are T/F Listen to the recording and students check their answers Students work in pairs to peer check and then take feedback

Highlighting (2-4 minutes) • To draw students' attention to the target language

Give Ss a couple of minutes to try to recall some of the wh- questions that were asked in the listening. Write the questions they think of on the board (2-3) "What are you laughing at?" "Where did you find it?" "What do they do?" Then give them a copy of the tapescript to check.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Draw students attention to the questions written on the board. Ask CCQs about whether they are in the past, present or future. "What are you laughing at?" "Where did you find it?" "What do they do?" "What are you laughing at?" CCQs: Is this talking about the past or the present? (present) "Where did you find it?" CCQ: Do you think this question is about the present or the future? (past) "What do they do?" CCQs: Do you think this about the present or the past? (present) Give them Grammar ex. 1 to find out what they know about the form. You're going to fill in the blank with the words in the blue box. Hand out pages. You will use "does" two times. Have them work in pairs to complete the exercise. About 2 minutes. Class feedback - have students write answer on the board. Draw students attention back to the board. Use one example from a sentence earlier i.e. What do they do? To highlight the form. Question Word + Auxiliary Verb + Subj. + Infinitive Is this in the past or the present do you remember? Then use two or three different examples from grammar box on page 9 and leave auxiliary verbs blank. Elicit w/c FB. What *does* he want? When *did* they arrive? Where *is* his work? Pronunciation: Take these questions we just filled in and do choral drilling to work on pronunciation. W/c FB and single student feedback. Review that the stress falls on the wh and that the intonation falls at the end of the sentence.

Controlled Practice 1&2 (8-10 minutes) • To concept check and prepare students for more meaningful practice

Controlled Practice 1: Have students complete grammar ex. 2 asking each other and answering questions from ex. 1. Write down their partners answers. (2-3 minutes) Ask two students where their partner lives. (1 minute) Controlled Practice 2: Students will work in groups to create questions from the prompts in the text. Explain that students are not filling in the blank - they are creating questions to find out the missing information. Do the first question with them. Have them work in groups. 3-4 minutes. Elicit feed back for one or two of the questions. For time, project answer key on screen. Drill some of the questions for pronunciation.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Explain activity: Students will work in pairs. Use the questions we just created in activity 3 to work together to fill in the information in activity 4. Do an example with someone in the class. Handout papers. Give students 3-4 minutes to ask questions and fill in the answers. Monitor and help where needed. Read through script and pause at blanks to elicit Feedback from students Put answer key onto powerpoint.

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