Benjamin Benjamin

Past simple Wh- Questions
A1 level


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation in the context of past schools

Subsidiary Aims

  • To provide practice of the past simple wh questions in the context of school


Warmer/Lead-in (30-40 minutes) • To set lesson context and engage students

To start the class, they will be doing a test for units 11-12, the pdf will be provided. If you have the presentation for the intro book, do the audio section of the test first. If not, it can be skipped. Give them between 30 to 40 min to finish. I'm more interested in them finishing the whole thing rather than timing them. But do take note of how long it takes them all if possible. Have them switch tests and show them the answers with the provided Answer Key and respond any questions if necessary. Collect the tests.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Exposure won't be necessary unless they ask for another explanation of simple past wh- questions, as we saw this last class.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

You can refer them to the screenshots I sent to the group in case they want a refresher on this grammar structure and answer any doubts on the matter. You can also see page 103 of the book (Sandra and Eduardo have it, in case you don't have the presentation on your laptop).

Productive Task(s) (30-40 minutes) • To provide an opportunity to practice target productive skills

ELICIT AS MUCH ENGLISH AS POSSIBLE FROM THEM. They're getting a bit lazy. Task 1 - Have them ask each other the questions in part 6-C on page 103 to begin with. Go over the "saying years" text box. Structure the answers as, In "year number" (Ex. In 2022). Task 2 - Do the Word Power exercise on page 104, 8-A to build up vocabulary for the next exercise. Categorize the vocabulary words in the correct heading. Task 3 - Afterwards, do the Pair Work exercise on page 104, 8-B. My recommendation is to have Eduardo and Acxel, Sandra and Miguel work together. As one is stronger than the other and they build upon that. Task 4 - Speaking exercise Can You Remember? Page 104, 9-A. As a group, have them try to remember the answers to the questions provided. Collect information for the error correction phase. As I believe this is where most of them will be. Task 5 - Read the article Third Culture Kid on page 105 and have them write vocabulary words they don't know from the text in their glossaries, help them either define or translate unknown words. Lean more towards defining or using mimicry instead of translating unless very necessary, I find defining has a longer lasting effect. Task 6 - If there is still plenty of time after the Error Correction phase, play the Would You Rather board game that's on the shelves in the front classroom, I think they'll enjoy it.

Feedback and Error Correction (10-15 minutes) • To provide feedback on students' production and use of language

Share the collected errors from previous tasks, correct them and answer any questions.

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