This lesson plan focuses on teaching 10th-grade students various question types in English, including yes/no questions, wh-questions, and tag questions. The objectives aim for all learners to use target vocabulary in opinion tasks and understand complex texts, with assessments based on their ability to discuss problems and solutions. Activities include warm-up exercises, categorization tasks, and interactive games to reinforce learning and assess student understanding.
This lesson plan focuses on teaching 10th-grade students various question types in English, including yes/no questions, wh-questions, and tag questions. The objectives aim for all learners to use target vocabulary in opinion tasks and understand complex texts, with assessments based on their ability to discuss problems and solutions. Activities include warm-up exercises, categorization tasks, and interactive games to reinforce learning and assess student understanding.
This lesson plan focuses on teaching 10th-grade students various question types in English, including yes/no questions, wh-questions, and tag questions. The objectives aim for all learners to use target vocabulary in opinion tasks and understand complex texts, with assessments based on their ability to discuss problems and solutions. Activities include warm-up exercises, categorization tasks, and interactive games to reinforce learning and assess student understanding.
This lesson plan focuses on teaching 10th-grade students various question types in English, including yes/no questions, wh-questions, and tag questions. The objectives aim for all learners to use target vocabulary in opinion tasks and understand complex texts, with assessments based on their ability to discuss problems and solutions. Activities include warm-up exercises, categorization tasks, and interactive games to reinforce learning and assess student understanding.
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LESSON: Lesson 1 School:
Question types Date: Teacher’s name: Togymova A CLASS: 10 Number present: absent: Learning 10.2.6 - deduce meaning from context in unsupported extended talk on a wide range of objectives that this general and curricular topics, including talk on a growing range of unfamiliar topics lesson is 10.4.1 - understand complex and abstract main points in extended texts on a wide range contributing to of familiar and unfamiliar general and curricular topics 10.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics Lesson objectives All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the criteria problems and suggest the solutions to some of the problems in the pictures Cross - curricular links ICT skills Using videos& pictures, working with URLs Previous learning Animals Plan Planned timings Planned activities (replace the notes below with your planned Action activities) Resources What is in the Module 3? BEGINNING THE Read the title of the module Exercise & Sport and ask Ss to suggest LESSON what they think it means. Go through the topic list and stimulate a discussion to prompt Ss' interest in the module. Warm-up exercise PRESENTATION .Categories AND PRACTICE Students need to give an example for each category that the teacher 10 min 11.2.6 11.4.1 names in 30 seconds. You can ask them to complete the task in 11.4.3 11.5.2 writing for 30 seconds, and then listen to what they came up with. Example,
“A city is Moscow, a river is The Neva river, a mountain is Mount
Everest, a sea is the Baltic sea, a book is The Adventures of Tom Sawyer, etc.” 11.2.1 11.3.2 If you do this warm-up regularly, you can record the student’s result (the number of categories in 30 seconds), and note how much the result has improved.
Types of question 15 min
In this learning content, we will explore the three main question forms in English grammar, including yes/no questions, wh-questions, and tag questions, and learn how to form them accurately.
I. Yes/No Questions: Yes/No questions are formed by inverting the subject and the auxiliary verb (or the main verb if there is no auxiliary verb) in a declarative sentence. In this question form, the question is typically answered with a simple “yes” or “no.”
Here’s the general structure:
Auxiliary verb + subject + main verb?
Example: Declarative sentence: You are going to the party. Yes/No question: Are you going to the party?
II. Wh-Questions: Wh-questions are formed using question words (such as who, what, where, when, why, how, etc.) and follow a similar pattern to Yes/No questions. In this question form, the question word is placed at the beginning of the sentence, and the subject and auxiliary verb (or main verb) are inverted.
Here’s the general structure of this question form:
Question word + auxiliary verb + subject + main verb? Example: Declarative sentence: They went to the beach yesterday. Wh-question: Where did they go yesterday?
III. Tag Questions:
Tag questions are short questions added at the end of a declarative sentence to seek confirmation or agreement. This question form consists of an auxiliary verb and a pronoun. The auxiliary verb in the tag question is typically a reversal of the main verb in the declarative sentence.
Here’s the general structure of this question form:
Subject + auxiliary verb in tag form + pronoun? Example: Declarative sentence: You like coffee, don’t you? Tag question: Don’t you?
Cards for students with rules
Task with “Tag questions”
Worksheets
Task with “Yes/No” question
Choose one student to come and sit at the front of the class.
Write the name of a famous person or character on
a piece of paper and give it to the player. The other students then take it in turns to ask the player yes/no questions in order to find out their secret identity. A 'yes' answer from the player earns a student another chance to ask a question.
When a student correctly guesses the player's
identity, they become the next mystery person. If the students are unable to guess the right answer after 20 questions, the answer is revealed and a new student is chosen to come to the front of the class.
Depending on the level of your students, you may
need to write up some example questions to get the students started.
Example questions:
Are you male?
Are you an adult?
Are you an actor?
Are you Japanese?
Do you work in Hollywood?
Additional information Differentiation – how do you plan to Assessment – how are you Cross-curricular links give more support? How do you plan to planning to check learners’ Health and safety check challenge the more able learners? learning? ICT links prompt less able learners to engage in check pronunciation of new Values links whole class checking and plenary activity words and reinforce with with supportive questioning drilling where necessary challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your Were the lesson objectives/learning lesson objectives realistic?
