Raina Tahincioglu Asmar Raina Tahincioglu Asmar

Pre -Intermediate level


In this lesson, students will take a closer look at the question forms with auxiliary verbs, completing fill in the gap exercises and then working in pairs and practising forming questions with these auxiliary verbs.This will be followed up with contractions, and repeated drilling will be carried out for pronunciation practice.


Abc Gap-fill handout
Abc Question formation handout
Abc Speaking Exercise handouts
Abc Paper strips
Abc Answer key to Question formation handout
Abc WB

Main Aims

  • To take a closer look at the question forms with auxiliary verbs, as well as the past and present forms thereof

Subsidiary Aims

  • Speaking and reading with a focus on question forms with auxiliary verbs. Pronunciation of contractions


Warm- up (5-7 minutes) • The aim of the warm- up stage is to help ss shake of any inhibitions they might have. Its also to helps them with the transition into the target language.

T will divide the class into two equal groups. Once the ss have got into their respective groups, T will hand out ss two strips of paper stapled together , the top strip has a question and the bottom strip has an answer - but they do not match. Ss will then have to find the answer to their questions by asking members of their groups. This will prompt them to ask the questions written on their strips,practising forming question with question words. Once they have found the answer they are looking for, they will ask their friends to give it to them. The group that finds all their answers the quickest wins. After both teams have completed the task, as feedback T will ask the students to form a circle and ask a few selected students to read out their questions and the answer that corresponds.

Presentation (5-6 minutes) • The aim is for the ss to understand the use of auxiliary verbs and to remember how to use them to form questions in the present simple and past simple tense whilst remembering the correct word order.

T will write 4 headings on the board: question word, auxiliary, subject and infinitive. T will then say individual words from pre- prepared sentences and ss will say which headings they go under. ( T will not read out the auxiliary words) Ss are then asked to guess the missing auxiliary words. This will first be done in the simple present tense and then another 'time' heading will be added to be able to demonstrate the past form of the auxiliary verb.

Practice - Fill in the gaps (4-5 minutes) • The aim is to enable students to decide the correct auxiliary verb that completes each sentence, making note of the correct tense and subject

In pairs, get the students to read over the sentences and decide which is the correct auxiliary verb that completes each sentence. Then as feedback T will go over the answers with the WC , asking pairs for the correct answer.

Speaking Practice (4-5 minutes) • To practice asking and answering questions.

In the same pairs, as a speaking exercise, the ss will take it in turns to ask each other the questions in the previous exercise whilst the others answer. T will move around the classroom monitoring the discussions and offering help if needed.

Forming questions - practice (8-10 minutes) • The aim to enable ss to ask 'wh' questions with an auxiliary verb ,using the correct sentence structure and tense.

In groups of 3 or 4 ask the ss to go through the text, working out the questions to ask about the missing information.Before you start the task, elicit from students that 'where' asks about a place, 'when' asks about a time etc. Then when all the groups have finished writing the 10 questions, go over the correct answers with the WC and also give each student a answer key.

Production stage - Speaking (8-10 minutes) • The aim is to enable ss to practice asking and answering questions.

Pair work . Assign each ss A or B. Give each a picture, A's will receive a picture of Charlie's bedroom before the party and B's will receive a picture of Charlie's bedroom after the party. Then ask them to each look at their pictures and ask their partners questions ,meanwhile trying to spot the differences.T will walk around the classroom monitoring the conversations and assisting if necessary. Once the ss are done with the speaking exercise, go over some of the questions with the WC by selecting students to share their questions with the class.

Contractions and pronunciation practice (6-7 minutes) • The aim is to enable students to correctly make and pronounce contractions.

Explain contractions by writing a few examples on the board then carry out repeated drilling to help them with their pronunciation. Then ask a ss a question and write their answer on the board. Then ask another student to repeat the sentence with a contraction. Ex: Q: Pamir, do you like football? A: No , I do not like football. Then write the following sentence on the WB and ask another student to come up and write the sentence with a contraction. Pamir does not like football.

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