Doaa Amer Doaa Amer

A1 level


In this lesson, students learn and practice present simple questions and short answers. The lesson starts by getting students re-read the passage presented before and eliciting in pairs present simple questions and how they are answered. This is followed by highlighting on board the form of such questions and answers while focusing on the difference on word order and some pronunciation tips. Finally there is a controlled practice through questions reformation and semi-controlled speaking practice where students ask and answer those questions in pairs.


Abc Gap-Fill & Answer keys Handouts
Abc A Reading Passage
Abc A Printed Picture
Abc Printed Pictures
Abc Teacher-made Flashcards

Main Aims

  • To provide clarification and practice of present simple questions and short answers.

Subsidiary Aims

  • To provide a semi-controlled speaking practice to develop accuracy of forming present simple questions and short answers.
  • To provide gist and specific information reading practice using a text about two married rock stars.


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

▪T hangs on the WB the picture of the married rock stars previously discussed in the reading passage and Ss would be asked to tell one information they learned about them. WCF

Gist Reading (1-2 minutes) • To provide context for the target language through the reading passage presented.

▪Ss would be asked to refer back to the text they have already read and highlight quickly the questions found in the text. ▪Instructions: T: In pairs, go back to the text and circle with these markers all the questions there. You only have 1 minute. [NOTE: Instructions would be demonstrated by gestures and the words "in pairs", "markers" will further be written on board for students' vocabulary acquisition.

Highlighting (3-4 minutes) • To draw students' attention to the target language

▪Each pair would be asked to give one example of the questions highlighted in the previous stage, with the T writing the examples on the board. Instructions: Naming two students and ask them to provide one example to be written on the board (T: Malak and Senan tell me one question you circled).

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

▪Ss would come to recognize the opposite meaning between the words "same" and "different" by demonstrating two flash cards with pictures of a same tree and different cars. ▪Ss would then be asked to work in pairs and compare questions written on board to highlight the difference between Yes/No questions and WH- ones. (CCQ: T: Are those questions on board the same or different?) ▪T will elicit from students the differences and highlight on WB (using different colorful marker) the position of "do" in the beginning of a yes/no question and its position in a wh- one and then elicit the answers and short answers for such questions. ▪Ss would be asked to pronounce wh-questions and be corrected on how to pronounce where /djƏ/ live? as opposed to where /doo/ /yoo/ live?

Controlled Practice (12-15 minutes) • To concept check and prepare students for more meaningful practice

▪Ss are instructed to fill in the gapes with do and verbs mentioned in the exercise. Instructions: T: complete these questions with "do" and these "verbs" here and you have 5 minutes to do it. ICQ: Will you complete the questions with these verbs ONLY? (no + do) -Check answers in pairs. -T gives students answer keys. WCF if needed. ▪Ss would then ask in pairs these questions to each others and try to find answers from the text. (Teacher monitoring these questions) ▪Instructions are given by demonstrating the first question and answer it with one student.

Semi-Controlled Practice (13-15 minutes) • To concept check further and allow students to practice the target language

▪Ss are divided into 2 groups and each member of each group is asked to re-order a question given to him/her (in a flash card). After finishing individually, each group are going to check answers with one another and the agreed on ones by the whole group are to be hung on the wall and the first to place them all correctly on the WB is the winner. -Instructions: T demonstrate by example and role-play as if she is one of the students. ▪Ss of each group are to stand in a line and each two are paired together. Ss ask and answer in pairs those questions hung on WB and change pairs if time.

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