Grade 9 · Languages Other Than English
Quarter 3 · Week 4 · TEKS
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This lesson develops Grade 9 learners' ability to ask and respond to questions about everyday life in both spoken and written forms. It aligns with TEKS Level I, Novice Mid to Novice High Proficiency standards for interpersonal communication, focusing on exchanging information and expressing personal opinions or preferences using a mixture of words, phrases, and simple sentences with appropriate grammar. Learners will practice negotiating meaning in rehearsed and unrehearsed situations across various contexts, building confidence and accuracy through guided practice and cultural understanding.
Learners should have basic vocabulary related to everyday life topics and familiarity with simple sentence structures. They should be comfortable with basic greetings and introductions in the target language.
Interpersonal communication involves exchanging information through speaking and writing in everyday contexts. At the novice proficiency level, learners use a mixture of words, phrases, and simple sentences to negotiate meaning in both rehearsed and unrehearsed situations. This means they can handle familiar topics like daily routines, preferences, and personal opinions but may rely on memorized language and basic grammar structures.
Asking questions is a key skill in interpersonal communication. Learners should practice forming questions about common topics such as family, school, hobbies, food, and daily activities. Questions often begin with interrogative words like who, what, where, when, why, and how, or use simple yes/no question structures. Modeling correct pronunciation and intonation helps learners understand the natural flow of questions.
Responding involves understanding the question and providing relevant information. Responses can be short phrases or simple sentences that directly answer the question. Learners should practice listening carefully and using vocabulary and grammar structures that match the question type. Encouraging learners to expand answers with personal details or opinions supports deeper communication.
Beyond factual questions and answers, learners should be able to express their likes, dislikes, and preferences. This involves using phrases such as 'I like...', 'I prefer...', or 'In my opinion...'. Teaching sentence frames and vocabulary for expressing opinions helps learners communicate more personally and meaningfully.
Understanding cultural norms enhances communication effectiveness. Teachers should introduce culturally relevant materials and discuss how everyday life topics may vary across cultures. This supports learners in making connections and appreciating diversity in communication styles and content.
A student asks: "What do you like to do after school?" How should you respond to express your preference?
To respond appropriately, use a phrase expressing preference such as "I like to..." followed by an activity. This shows you understand the question and can share your opinion.
I like to play basketball after school.
Form a yes/no question to ask about someone's favorite food.
Yes/no questions often start with verbs or auxiliary verbs. For example, "Do you like pizza?" is a simple yes/no question about food preference.
Do you like pizza?
How can you ask a question about someone's family using a question word?
Use question words like "Who" or "How many" to inquire about family members. For example, "Who is in your family?" asks for information about family members.
Who is in your family?
Begin the lesson by greeting students and asking them simple questions about their day using familiar vocabulary. Model clear pronunciation and encourage students to listen carefully.
Listen to the teacher's questions and respond with short answers about their own day or routine.
This warm-up activates prior knowledge and sets the context for practicing asking and responding to questions about everyday life.
Provide students with visual aids and audio recordings of conversations about everyday life. Guide them to identify questions and responses in the examples.
Listen to the recordings and read along with the scripts. Highlight or note the questions and corresponding answers.
This phase helps students observe real examples of interpersonal communication, focusing on question and answer patterns.
Explicitly teach question formation and response structures using sentence frames and examples. Model expressing opinions and preferences with appropriate vocabulary.
Practice forming questions and answers using sentence frames. Repeat and practice pronunciation with teacher feedback.
Direct instruction clarifies language structures and vocabulary needed to ask and respond effectively.
Organize role-play activities where students ask and respond to questions about everyday life topics in pairs or small groups. Encourage use of personal opinions.
Engage in role-plays, taking turns asking questions and responding with information and opinions.
Role-play provides meaningful practice in a low-pressure setting, reinforcing language use and interpersonal skills.
Conduct a short exit task where students write or orally present answers to questions about their everyday life and preferences. Provide feedback.
Complete the exit task by asking and answering questions or writing short responses.
This assessment confirms learners’ ability to ask and respond to questions and express opinions as targeted by the lesson.
Listen to the recordings and read along with the scripts. Highlight or note the questions and corresponding answers.
What question word would you use to ask about the time someone wakes up?
What
Write a simple yes/no question asking if someone likes a certain sport.
Do you like soccer?
Respond to the question: "What is your favorite hobby?" using a complete sentence expressing your preference.
My favorite hobby is reading.
Compare two responses to the question "What do you like to eat?" One says "I like pizza." The other says "I like pizza and ice cream." Which response gives more information and why?
The second response gives more information because it mentions two foods, showing a broader preference.
Create a short dialogue where you ask a question about daily routine and respond with a personal opinion or preference.
Q: What do you like to do on weekends? A: I like to go hiking because I enjoy nature.
Provide sentence frames and vocabulary lists for question and answer formation. Use visuals and gestures to support comprehension. Allow extra time for practice and responses.
Use clear, slow speech and repeat key phrases. Incorporate bilingual resources if available. Pair ELL students with supportive peers for role-play.
Encourage forming questions with multiple parts. Practice expressing opinions with reasons or explanations. Introduce cultural comparisons related to communication styles.
Encourage students to practice asking and answering questions about everyday life with family members at home, focusing on expressing personal opinions and preferences.
In this lesson, students learned to ask and respond to questions about everyday life in both spoken and written forms. They practiced forming questions using appropriate vocabulary and grammar, responding with relevant information, and expressing personal opinions or preferences. Through listening, speaking, reading, and writing activities, students developed interpersonal communication skills at the novice proficiency level, supported by cultural understanding and meaningful practice.
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