Deniz Deniz

B2 level


In this lesson, students learn about questions with and without auxiliary verbs, negative questions, indirect questions, and questions which end with prepositions. In addition, students’ knowledge of how to make negative statements is reviewed and extended.


Abc Power-Point Slides

Main Aims

  • To provide clarification and practice of question forms and negatives in the context of telling lies

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion in the context of telling lies


Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

T shows two pictures of famous liars and engage students in the lesson. T elicits the meaning of "white lie" and elicits ideas from different Ss. T asks Ss to think about the two further questions: "Why do people tell white lies?" , "Have you ever told a white lie?" T encourages Ss to report back to the class and goes through the answers.

Test #1 (0-10 minutes) • To gauge students' prior knowledge of the target language

T gives the instructions to the class. Ss complete the first task, working individually on T elicits the answer to number 1 as an example for the second task. Ss answer the questions one by one.

Teach (0-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T focuses Ss' attention on the photos with speech bubbles and gives Ss time to think about the answers of the questions. T puts Ss into breakout rooms to share their answers. T elicits Ss' ideas. Ss work individually on the second task. T asks Ss to practise the short conversations in their pairs and monitors to check their intonation is natural.

Test #2 (0-10 minutes) • Check students' use of the target language again and compare with the first test

T elicits an example of the first task for one or two categories in the list and points out that some of the questions fit more than one category. Ss work individually to find examples of the different question forms. T monitors and helps as necessary and allows Ss to work in pairs if Ss are having difficulty. T elicits the indirect question for "What's the answer?" as a class example. Ss work on the other question individually. T checks answers. T focuses Ss' attention back on the questions in the first task and gives Ss time to locate examples individually. T checks answers.

Free Practice (5 minutes) • to provide students with free practice of the target language

T focuses Ss' attention to the short conversations they did. T asks Ss to act their dialogues out to the class.

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