NOVICE-HIGH: TALKING ABOUT FUTURE PLANS USING INFORMATION QUESTIONS (WH-QUESTIONS) WITH GOING TO

1. RACHEL RHEAULT
NOVICE-HIGH: TALKING ABOUT FUTURE PLANS USING INFORMATION QUESTIONS (WH-QUESTIONS) WITH GOING TO
Prior Activities: The activities leading up to these lessons included a review of vocabulary words that the students
should have already known. These words included: he, she, they, shop, eat, sled, swim, play, dance, beach, club, snow
park, park, restaurant, and store.
PRESENTATION:
I will go through the slide show and read each question and answer. On the slides the question appears once on
the first slide and again on the corresponding answer slide. I will read it on both the first slide and the corresponding
answer slide to provide repetition of the WH-question format. (See 125FRachelRheaultFinalPresentation.pptx).
LISTENING ACTIVITY:
I will pass out the WHAT AND WHERE chart (see page 2) to the students. I will hold up a copy of the chart and
point to the pictures in the first column as I tell the students what they represent; he, she, they, shop, eat, sled, swim,
play, dance, beach, club, snow park, park, restaurant, and store. I will tell the students that we are going to listen to a
tape, cupping my hand to my ear and gesturing to the stereo. Then I will point to the class and say that they are going to
mark down, drawing a ’X’ in the air with my finger, what they hear, cupping my ear again, about each number, pointing
to the top row on the chart. I will explain that the first one has been done for them by saying, “What is he going to do?
He is going to swim. Where is he going to swim? He is going to swim at a beach.” while I point to number 1, he, swim,
beach and the ‘X’s on the chart. Then I will play the script FUTURE PLANS (see page 3). After the script plays through I
will gesture and ask the class to pass up their charts for me to collect.
Level:
This activity is appropriate for a novice-high learner. They can understand the short sentences consisting of
learned questions and statements that a produced as a formula with interchangeable parts. This composition follows
state-of-the-art listening pedagogy. It doesn’t confuse channels. I did not ask the student to speak or read. I front loaded
the chart so that it did not become a comprehension activity. The chart also gave the students something to do while
listening which made it an active listening activity.
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2. WHAT AND WHERE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
X
X
c
X
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3. FUTURE PLANS
1) What is he going to do?
He is going to swim. 10) What is she going to do?
Where is he going to swim? She is going to dance.
He is going to swim at a beach. Where is she going to dance?
She is going to eat at a club.
2) What is she going to do?
She is going to eat. 11) What are they going to do?
Where is she going to eat? They are going to eat.
She is going to eat at a restaurant. Where are they going to eat?
They are going to eat at a beach.
3) What is he going to do?
He is going to sled. 12) What are they going to do?
Where is he going to sled? They are going to dance.
He is going to sled at a snow park. Where are they going to dance?
They are going to swim at a restaurant.
4) What are they going to do?
They are going to swim. 13) What is she going to do?
Where are they going to swim? She is going to sled.
They are going to swim at a beach. Where is she going to sled?
She is going to sled at a snow park.
5) What are they going to do?
They are going to shop. 14) What is he going to do?
Where are they going to shop? He is going to play
They are going to shop at a store. Where is he going to play?
He is going to play at a park.
6) What is she going to do?
She is going to play. 15) What is she going to do?
Where is she going to play? She is going to shop.
She is going to play at a snow park. Where is she going to shop?
She is going to shop at a beach.
7) What is he going to do?
He is going to dance. 16) What are they going to do?
Where is he going to dance? They are going to sled.
He is going to swim at a snow park. Where are they going to sled?
They are going to sled at a snow park.
8) What is she going to do?
She is going to swim. 17) What is he going to do?
Where is she going to swim? He is going to shop.
She is going to swim at a beach. Where is he going to shop?
He is going to shop at a store.
9) What is he going to do?
He is going to eat. 18) What are they going to do?
Where is he going to eat? They are going to play.
He is going to sled at a restaurant. Where are they going to play?
They are going to play at a beach.
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4. CONTROLLED SPEAKING ACTIVITIES:
More Controlled Communicative Activity: I will pass out the handout, WHAT ARE THEY GOING TO DO? (See page 5), to
each student. I will hold up a copy of WHAT ARE THEY GOING TO DO? and give a demonstration. I will point the first
picture and ask the class, “What are they going to do?” Then I will answer saying, “They are going to eat.” Then I will ask,
“Where are they going to eat?” prompting the class to answer. Then I will say “They are going to eat at a restaurant” and
point to the corresponding picture. Next, I will put the class in to pairs and have them ask each other about the pictures
on the handout, WHAT ARE THEY GOING TO DO?, the same way I just demonstrated. I will walk around the class
listening to the groups and giving corrections when appropriate.
Level:
This Controlled Activity is for a novice-high level learner. The learner will be able to partially satisfy the requirements
of basic communicative exchanges by heavily relying on the utterances learned during the presentation, and the listening
activity. There is room for expanding the language because a script is not provided, but the only utterances required consist
of learned ones. The learner can ask questions or make statements using the script from the presentation and listening
activity. The vocabulary used in the activity consists of common kinship terms.
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5. HAT ARE THEY GOING TO DO?
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
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6. Less Controlled Communicative Activity:
I will cut the handout on page 7 in half, so there is enough halves for each student to have one half. I will put the
class into groups of 2 students and give one student in each group SIDE A of the handout and the other student in the
group SIDE B (See page 7). I will choose one group to help demonstrate to the class problem number 1. I will look at SIDE
A and say to my partner “What are they going to do?” Then if the student I asked does not respond I will move over
behind him and I will prompt the student to fill in his “they” blank, with a drawing or writing, and to respond “They are
going to shop.” Then I will point to his blank and if he does not say “Where are they going to shop?” then I will say it.
Then I will go back to my sheet and answer, “They are going to shop at a beach.” I will tell the class to each other about
the pictures on the handout and fill in the blanks the same way I just demonstrated. I will walk around the class listening
to the groups and giving corrections when appropriate.
Level:
This Controlled Activity is for a novice-high level learner. The learner will be able to partially satisfy the requirements
of basic communicative exchanges by heavily relying on the utterances learned during the presentation, the listening
activity, and the more controlled activity. As well as, have a chance to practice communicating in the more controlled
activity before moving on to this less controlled activity. There is room for expanding the language because a script is not
provided, but the only utterances required consist of learned ones. The learner can ask questions or make statements using
the script from the presentation and listening activity. The vocabulary used in the activity consists of common kinship terms.
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7. SIDE A SIDE B
1) ______ ______
1) _______
2) _____________
2)________ _________
3) _____________
3)_________ _________
4) __________
4) ______ ________
5) __________
5) _________ __________
6) _________
6) ___________
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