Carolina Gutiérrez García Carolina Gutiérrez García

Grammar Lesson
Elementary level

Description

Students learn how to make yes/no questions.

Materials

Abc Materials

Main Aims

  • To enable students to better understand yes/no questions.

Subsidiary Aims

  • To enable studenrs to develop their listening skills in the context of a text about search engines and technology.

Procedure

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

Show students a photo of the creators of Google and elicit them to discover what they know about them.

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

Students do a vocabulary activity before reading the text. In this case, students associate a word with an image.

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

Students do a matching activity. They match the four paragraphs of the text to their corresponding headings.

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

Elicit students to say how they would ask someone if they did something. Example: - So, how would you ask someone if they turn off the computer? This would give them the chance to mention a yes/no question in the past simple form. After they've done that, you tell them that what they just said is called a yes/no question in the past simple and that those are used to check if someone did something. Then, you introduce the form with a table that shows the questions and the short answers.

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

Students rewrite sixyes/no questions in the correct order. Once they finish, yopu check their answers. Then, they will listen to an audio about Larry and Sergey's lives and they will answer the yes/no questions they rewrote in the previous activity. All of the students will work on the same slide but each one will anwer only one question. Next, they do a pronunciation activity. This activity consists of them finding the stress in words realted to the text and audio and collocating them in one of the following boxes: -Stress on the first syllable -Stress on the second syllable -Stress on the third syllable

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students work in pairs. Each students asks two yes/no question to their partner and they answer with short answers. They can ask follow-up questions to make the free practice more dynamic.

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