Jordan Haddock

Mike Croly
Daniel Mills

Lesson Plan for Asking Questions

Overview of Lesson

Students will be taught the correct way to ask

questions English in a day-to-day by conversing with
their partner. The students will focus on forming
questions and switching tenses when asking
questions.

Description of Learners and Lesson Content

Description of Learners:
Bogot, Colombia
Native Spanish Speakers
2-3 years of classwork-low to moderately low
abilities
6th and 7th grade (12-14 year olds)
Approximately 25 students (even distribution
of girls and boys)
Low levels of technology
Lesson Content
Focusing of how to form questions
Gain skill in switching tenses while posing
questions

Learning Objectives

Given an exercise for reference, students will be able

to construct and ask appropriate questions with 90%
accuracy.
Wida Performance Definitions Speaking and
Writing

Standards

Required Materials

Level One:
Sentence Level
Simple grammatical constructions
(e.g.,commands,Wh-questions,
declaratives)
Phrasal patterns associated with
common social and instructional
situations
Word/Phrase Level
General content-related words
Everyday social and instructional
words and familiar expressions
Level Two:
Discourse Level
Phrases or short sentences

Whiteboard
Worksheets
Pencils

Jordan Haddock
Mike Croly
Daniel Mills
1. Make table on the whiteboard for the verbs walk,
scream, and learn. DO NOT fill in the answersonly the verb.

Procedures

Verb

Present

Past

Future

Walk

walk

walked

will walk

Scream

scream

screamed

will scream

Learn

learn

learned

will learn

2. Have the students help you fill in the answers for

the verbs when they are in present, past, and
future tense.
3. If applicable, provide examples of sentences
using tenses that the students are familiar with
and then provide examples (as a review).
If they have no background knowledge,
provide examples of all tenses to teach the
differences.
3. Explain to the that each sentence must contain a
verb to be considered a complete sentence.
Use whiteboard to write the definition of a
verb and (as a class) make a list of verbs.
Use the whiteboard to show that a
sentence cannot be a complete sentence
without a verb.
4. Ask students to find a partner and pass out
worksheet for exercise one.
5. Explain exercise one with the students and help
them come up with possible answers for the first
two problems.
The students should take turns asking
appropriate questions that would provide
the response given on the worksheet.
6. Allow the students 5-7 minutes to finish exercise
one.
7. Have each group provide one question they came
up with for one of the responses on exercise one.
8. Students should stay in partners. Pass out the
second worksheet containing exercise two. One
partner gets a worksheet for person A and the
other partner is person B.
9. Explain the directions to students for exercise two
and note that this exercise will be graded.
The students fill in the gaps for the given
paragraph by asking their partner
questions.

Jordan Haddock
Mike Croly
Daniel Mills

Example: Partner A: Where were you

born? Partner B: In Bogot.
The answer Bogot would be used to fill in
the blank for the question where.
Each student should write the question,
they asked their partner, on the back of
their worksheet.
Partners should take turns asking
questions to fill in their blanks.
10. Allow students the rest of class to finish exercise
two with their partner- walk around and help
students as needed.
11. At the end of the class, students will turn in their
worksheets to be graded.
Assessment

Informal Assessment:
Exercise One
Students actively participate.
Students share the answers to the
class during the group discussion.
Formal Assessment:
Exercise Two:
Worksheet is completely filled out-2
points.
Each question, written on the back of
the worksheet, is constructed
correctly- 1 point for each correctly
formated question.

References and Reference Material

Laufer, B. (2009). Second language vocabulary acquisition

from language input and from form-focused activities.
Language Teaching, 42(03), 341-354.
Wright, T. (2010). Second language teacher education:
Review of recent research on practice. Language
teaching, 43(03), 259-296.

Jordan Haddock
Mike Croly
Daniel Mills
Reference Material:
Laufer, B. (2009). Second language vocabulary acquisition from language input and from formfocused activities. Language Teaching, 42(03), 341-354.
The first article we decided to use is from Cambridge University and is written by Batia
Laufer. This article is about how foreign language vocabulary has been taught over the
years. The article hits on key years and the way the vocabulary was taught during that
year. The reason it is so useful to us is because we realize that Colombia might be a few
years behind in learning methods compared to us. We are giving our students a work
sheet to fill in with vocabulary words. We decided to take a method directly from her article
to implement, worksheets. It is important for students to get the extra reinforcement after
learning the vocabulary words originally.

Wright, T. (2010). Second language teacher education: Review of recent research on practice.
Language teaching, 43(03), 259-296.

The second article we decided to use is also from Cambridge University and is written by
Tony Wright. This article focuses on how second languages have been taught over the
past twenty-five years. We found this article very interesting for many reasons. The first
reason being that there is no correct way to teach a second language. This is why it has
changed so vastly over the past twenty-five years. However throughout the years one of
the main things that has stayed common are fill in the blank assignments. These range
from teachers calling on students for answers to worksheets that are handed out to the
students to fill out. For our lesson we decided to take the idea from this article to use a fill
in the blank worksheet to reinforce the information taught earlier in the lesson.

Jordan Haddock
Mike Croly
Daniel Mills

Exercise One
Directions: Write a question that would be appropriate for the given
respone.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

I had steak with mashed potatoes and gravy.

She went with her boyfriend.
For 15 years.
In 2000.
I have 4 siblings.
We are going to Spain.
Eggs and bacon with a glass of orange juice.
6th grade.
No, she is single.
I go to bed around 9 oclock.
I ran 6 miles.
I stayed home and watched a movie with my family.

Possible Answers (may vary):

1. What did you have for dinner?
2. Who did she go with?
3. How long have you lived here?
4. What year were you born?
5. How many siblings do you have?
6. Where are you and your family going this summer?
7. What did you have for breakfast today?
8. What grade are you in?
9. Is he dating her?
10. What time did you go to bed last night?
11. How many miles did you run?
What did you do on Saturday?

Jordan Haddock
Mike Croly
Daniel Mills

Exercise Two
Directions: Ask appropriate questions to fill in the blanks with the missing
information.
Example: Partner A: Where were you born?
Partner B: In Bogot.
Partner A
Olivia was born in ______ (where?) in 2000. She went to school in Bogot,
Columbia for ______ (how long?). She moved to New York with her family
when she was ______ (how old?). Olivia misses _____ (who?), but is glad
that she has her family to keep her company. When Olivia was ______
(how old?) years old, she started college at Columbia, in New York. She is
study Education because she wants to teach high school when she _____
(what?) college. Olivia just got engaged to Peter who also _____ (what?) to
Columbia. They have been engaged for _____ (how long?).

Partner B
Olivia was born in Columbia in ______ (when?). She went to school in
______ (where?) for 4 years. She moved to New York with _____ (who?)
when she was 7 years old. Olivia misses her best friend, but is glad that
she has ______(who?) to keep her company. When Olivia was 18 years
old, she started _______ (what) at Columbia, in New York. She is studying
Education because she wants to teach ______ (what?) when she
graduates college. Olivia just got ______ (what?) to Peter who is also goes
to Columbia. They have been _____ (what?) for 3 months.