New lesson plan: Questions without auxiliary

Tayebeh

Questions without auxiliary - Pre-intermediate level

Questions without auxiliary
Pre-intermediate level

Description

Students will be able to form and use questions without auxiliary verbs correctly in both written and spoken contexts while engaging critical thinking, communication, and collaborative skills to align with 21st-century skills through: Collaboration: Working in pairs and groups to create questions and complete tasks. Critical Thinking: Analyzing the reading text and forming meaningful questions. Communication: Expressing ideas through discussions and interviews.

Materials

No materials added to this plan yet.

Main Aims

To enable students to understand and correctly form Question without auxiliary verbs n the context of free time activities

Subsidiary Aims

To provide scan reading practice using a text about free tiem activities in the context of How the worlds spend its free time
To practice speaking and reading skills in the context of How the World Spends Its Free Time.

Procedure (31-41 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Prompt: Show a world map and ask, "What do people in your country usually do in their free time?" (Encourage brief discussion). Students pair up and share ideas about how people in their country spend free time. Lead a quick class discussion summarizing the similarities and differences across countries. 21st-Century Skills: Communication, Cultural Awareness

Exposure (10-13 minutes) • To provide a model of the task and highlight useful words and phrases

Students read the text How the World Spends Its Free Time (p. 30). Pre-teach key vocabulary if needed (average, leisure, survey, prefer). Students work in pairs to answer the comprehension questions on page 30: “Which country spends the most time watching TV?” “Who reads the most books?” “What do Spanish people do in their free time?” “Which activity do you think is the most interesting? Why?” Discuss answers as a class, encouraging students to justify their opinions. Purpose: Builds reading comprehension and introduces the grammar focus naturally through meaningful content.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Highlight the example of Reading comprehension questions: 'Who spends the most time watching TV ? ' What do Spanish people do in their free time ? Explain the difference between these two type off sentences by eliciting form students and clarifyingSubject questions: No auxiliary verb because the subject is the question word. Object questions: Auxiliary verb (do/does) is needed because the question word refers to the object. Practice as a class with gap-fill sentences based on the text: “____ spends the most time watching TV?” “What ____ people in Japan do in their free time?” Purpose: Builds understanding of grammar structure through context.

Controlled practice (6-8 minutes) • Reinforces grammar understanding through written and peer-reviewed practice.

Students complete the Grammar section exercises on page 31. Transition to Language Bank 3.2 (p. 132): In small groups, students review the grammar rules and examples. Groups create three new subject and object questions based on the text. Use a "Question Wall" for feedback: Groups post their questions on sticky notes or a whiteboard. Other groups correct or answer the questions.

Free practice of the language (5-7 minutes) • Purpose: Encourages fluency, real-world application, and active engagement.

Scenario: A journalist is interviewing someone about their free time habits. Pair students: One student asks questions without auxiliary verbs (e.g., “Who spends the most time reading?”). The other answers based on their real preferences or the reading text. After 3 minutes, switch roles. Each pair shares one interesting fact they learned with the class.