Liliana Fernanda Del Villar Arias Liliana Fernanda Del Villar Arias

TP3 Grammar
Pre-intermediate level

Description

In this lesson students will review and practice Wh-questions. The lesson begins with questions asked to the students with regards to sports or games they play. Afterwards, the students will be introduced to the target language through a games and sports quiz for which students will perform a listening for specific information task. In the clarification phase, students will review the meaning of Wh-words, and their understanding will be checked through CCQs and examples. The clarification of pronunciation will focus on intonation of Wh-questions and the stress on Wh-words through a comparison with Yes/No questions. Form will be reviewed and clarified through a comparison of affirmative sentences and the structure of Wh-questions in the present simple tense. Students will perform a controlled practice exercise in which they will put the words of a Wh-questions in the right order. Their free practice will be a communicate exercise in which they will imagine they are journalists preparing to interview members of Mexico's blind football team and have to come up with the questions they would ask in the interview. Delayed error corrections will be conducted at the end of the lesson.

Materials

Abc Zoom Whiteboard
Abc Zoom Screenshare
Abc Zoom Chatbox
Abc Zoom Breakout Rooms

Main Aims

  • To provide clarification, review and practice of Wh-questions in the context of various types of sports and games.

Subsidiary Aims

  • To enable students to develop their fluency speaking skills in communicative practice by exchanging their opinions, reactions, and developing questions based on images and text of sports and games.
  • To enable students to develop their listening skills for specific information in the context of a games and sports quiz.

Procedure

Lead-in (2-3 minutes) • To engage students in the topic of the lesson and activate students’ top-down processing for a better understanding of the listening task.

• Greetings and ask the students how was their week. • Ask them what are their favorite sports or if they have any favorite game. • Try to involve the participation of all the students.

Exposure (8-9 minutes) • To provide context for Wh-questions through the questions and answers of a games and sports quiz.

PRE-LISTENING TASK • Tell the students that as a class they will do a games and sports quiz together. • Open the Google Slides: https://bit.ly/2Bj1xO8. • Share screen • Go through each question and select the question that is the most popular among the students. LISTENING FOR SPECIFIC INFORMATION TASK • Tell the students they will check whether their answers as a class were right or wrong. • Ask them to listen to the text and choose the right answer. • Reassure them that they do not have to focus on everything in the text. • Ask them to write down their answers on a sheet of paper. • Open the Google Slides in presentation mode and allow for the start of the audio. • Leave a few seconds between each slide. • Stop sharing the screen. ICQs Are we going to listen to the answers to the questions? Yes. Do you have to choose the correct answer? Yes. PAIR-WORK • Ask the students to compare their answers with their partner. • Tell them they have 2 minutes for ths task. • Create Break-out Rooms. Set the timer for 2 minutes with 10 seconds notice. • Open the Break-out Rooms. • Monitor Break-out Rooms. • Send everyone to Main Room once the time’s up. ICQs Do you have to compare your answer? Yes. How long do you have for this task? 2 minutes. OPEN CLASS FEEDBACK • Open once again the Google Slides: https://bit.ly/2Bj1xO8. • Share screen • Ask students to share their answers and compare them with the answers we come up with as a class. Were our answers right or wrong? • Draw the attention of students to the words that were used in the question. Elicit that they are Wh-questions, as opposed to Yes/No questions. • Let them know Wh-questions will be the focus of the rest of the class.

Clarification (8-10 minutes) • To clarify the meaning of Wh-words and Wh-answers, and the pronunciation and form of Wh-questions.

MEANING • Elicit from students Wh-words used in Wh-questions. • Elicit from students that the reason why they are called Wh is because most of them begin with those letters: why, when, what, where, which, who, with the exception of how, but that it is also part of that group. • Elicit from students the meaning of Wh-words they know and the type of answers these questions require. • Elicit from students that one of the differences between Yes/No questions and Wh-questions is that Wh ask for specific information. • if time allows, go over the Genially presentation (https://bit.ly/2N9yajR) to clarify meaning of specific cases of Wh constructions with the word "how": how often, how long, how many, and their comparison with the word "when". MEANING CCQs The answers of a Wh-question are yes or no? No. What type of answers a Wh-question provides? Specific information. PRONUNCIATION • Open the Google Slides: https://bit.ly/3hE2roV. • Share screen. • Tell the students you will now look at another difference between Yes/No questions and Wh-questions: their sound. • Tell the students that the melody with which we ask both types of questions is different, and that it is called intonation. • Go over the first example, "Do you like the Olympic Games?" and elicit from students that it is a Yes/No question. • Tell them you will show a previous recording of your own voice with a graph that shows the pitch of your voice. Ask them to tell you what happens at the end of the graph. Eliicit that the intonation rose. • Give an oral example of "games" with an intonation rising, a flat intonation and a falling intonation. Drill. • Go over the second example "How often are the Olympic Games?" and repeat the procedure this time for a Wh-question. • Elicit from students that the intonation falls. • Let the students know that Wh-words are always stressed in a Wh-question. • Drill with students both types of questions based on these examples. • Stop sharing screen. Pronunciation CCQs Does the intonation fall or rise with a Yes/No question? Rises. Does the intonation fall or rise with a Wh-question? Falls. Do Wh-words are stressed in a Wh-question? Yes. FORM • Open the Google Slides: https://bit.ly/3dhmkPa. • Share screen. • Tell the students you will now review the structure of Wh-questions that ask for specific information. • Elicit from students that correct order of two Wh-questions. • Go over the structure of a Wh-question using the affirmative sentence as the basis of comparison eliciting each part of the sentence as we go through its order. • Let students know that the examples they worked with were in the present simple and clarify the correct use of auxiliaries and main verbs depending on whether it's the 1st or 2nd person in the singular or plural (do/same main verb), or the 3rd person (does/the s is dropped from the main verb). • Emphasize to students that this structure applies to all verbs but the verb "to be". • Clarify the structure of a Wh-question that uses the verb "to be". Form CCQs Do we use an auxiliary verb in a Wh-question with the verb "to be"? No. Do we use auxiliary verbs in the rest of Wh-questions? Yes. What are the auxiliary verbs used in a Wh-question in the present tense? Do or does.

Controlled Practice (7-9 minutes) • To concept check Wh-questions and prepare students for more meaningful practice.

• Tell the students it's their turn to put the words of the questions in the correct order. • Open the Google Slides: https://bit.ly/2Nd4F0F. • Share screen • Show the first question as an example. • Show and tell the students there are 4 questions and they have to order the question in each slide. • Tell the students they have 4 minutes to complete the task. • Stop sharing screen. • Share personal links through Chatbox: i. Student 1: https://bit.ly/30Uyrzb ii. Student 2: https://bit.ly/2YLafg0 iii. Student 3: https://bit.ly/30YvU78 iv. Student 4: https://bit.ly/3hFkaMM v. Student 5: https://bit.ly/2YJzuPQ vi. Student 6: https://bit.ly/2YbwNYd vii. Student 7: https://bit.ly/2zItdeH • Tell the students what is their personal link. • Monitor students' potential needs and each Google Slides presentation. ICQs • Do you have put the words in the correct order? Yes. • Do you have to put the question in each slide in the correct order? Yes. • How many questions do you have to order? Four. • How long do you have to complete the exercise? 4 minutes. PAIR-WORK • Tell the students to compare their answers with their partners. • Tell the students they have 2 minutes to compare answers. • Create break-out rooms, send students to each room, and monitor their work. • Send everyone to Main Room once the time’s up. ICQs • Do you have to compare your answers with your partner? Yes. • How long do you have to complete this task? 2 minutes. OPEN-CLASS FEEDBACK • Confirm the right answers with the students through elicitation and nominating students. Ask the rest of the students if they confirm the answers of their peers and the reasons why.

Free Practice (7-9 minutes) • To provide students with free practice of Wh-questions.

PAIR-WORK • Tell the students that for the next activity they will be working with their partners. • Open the Google Slide: https://bit.ly/3ehmK9M • Share the screen. • Set the slide in Presentation mode. • Ask the students to imagine that they are journalists who will be headed to Tokyo's Paralympic Games in 2021. • They have been asked to interview Mexico's blind football team but they do not know anything of the game. • With their partner, they have to come up with a list of 5 questions to ask the players of the team. • Specify that they are required to use the target language (Wh-questions) for specific information. • Give examples of ways they can come up with their questions. • Stop sharing screen. • Tell them they have 5 minutes to prepare their list of questions. • Tell them they will present their questions to the rest of the class. • Recreate Break-out Rooms. Set the timer for 5 minutes with 10 seconds notice. • Open the Break-out Rooms. • Monitor each Break-out room • Send everyone to Main Room once the time’s up. OPEN CLASS FEEDBACK • Conduct Open Class Feedback as each pair of students share their questions. • Keep track of the use of target language. ICQs • Will you be working with your partner? Yes. • Do you have to come up with a list of questions for an interview? Yes. • Do you have to use Wh-questions? Yes. • How long do you have to prepare your list? 5 minutes.

Delayed Error Correction (3-5 minutes) • To help learners notice gaps or differences in the English they hear or used with a correct example.

• The last stage looks to conduct delayed error correction of the lesson. • Share Whiteboard. • Write down phrases that were said by the students that had errors in them. • Elicit the correct answer.

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