Naailah Naailah

Questions and short answers using auxiliary verb "do"
Elementary level


In this lesson Ss will learn about how to write questions and short answers with the present simple tense, using “Do you…?” as questions. Then they will be learning how to form short answers using “Yes, I” do or “No, I don’t”. This will be achieved using text material from HO and also through listening.


Abc Google images
Abc Gap fill handout
Abc Audio
Abc Matching pairs cards
Abc PowerPoint slides
Abc WB

Main Aims

  • To provide clarification of questions forms, affirmative/negative answers using the present simple in the context of daily life.

Subsidiary Aims

  • To provide practice for listening to a discussion involving two persons talking. To provide student with practice for asking questions and also giving short answers, involving both negation and affirmation.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows Ss a grid of images, consisting of daily life jargon Student work in groups to ask the questions to their peers and get their responses in the form of "yes/no". They fill in another grid with the corresponding answers. T then ask each student, questions randomly using the grid.

Exposure and highlighting (5-8 minutes) • To provide context for the target language through a text or situation

At first a picture of Dublin (slide 3) is shown to ensure that Ss know about the location-Ss are given HO and are instructed to read questions from section 1a, individually for 1min. They are then made to listen to the audio. The teacher asks the Ss “which tense is used in the recording”- Ss answer Present Simple- T instructs Ss to tick the questions they heard from the audio individually after they listen to the audio again- T demonstrates for the first item and asks Ss ICQs, “How many sentences do you have”, “will you tick all the sentences or tick only sentences you heard?”, “Are you working alone?”- Ss then check their answers in pairs- T checks with the WC and writes down the questions on WB.

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

T writes on WB: “I have breakfast early”. Underneath, this sentence T writes “- - - breakfast early?” – T underlines in red the “?” and elicit how the question can be completed (Do you have breakfast early?)- T writes under the affirmative sentence the position of the subject, verb and object and does the same for the Interrogative sentence, to show the addition of an Auxiliary verb “Do”- T explains that auxiliary “do” in front turns an affirmative sentence in the present tense into a question and in another colour shows that the subject changes from “I” to “you”- T repeats with other verbs like “go, want, like” and explains that the verb remains in its base form, crossing out the “to” from “to go, to want, to like”.- T go back to the first question “Do you have breakfast early?” and elicit short answers “Yes, I do” and “No, I don’t”-T writes the correct answer and repeat for the other questions used.- T shows Ss 4 sentences (slide 10), and ask them to fill in the blanks-T then highlight the meaning of the Present simple, as something which is permanent or which always true (not only at the present time).- Show Ss slide 6. Ask CCQ for “every”: “Does she play tennis only one day in a year?” “Does she play tennis only one day in a month?” “Does she play tennis only one day in a week?” (Slide 7). - T models TL “do you live in a house?” shows the stress on words “have and breakfast” and weak form “do you”

Listening (10-15 minutes) • To provide further understanding of the grammar and make Ss listen to present simple questions form and make it easier to the students

T draws student’s attention to the questions in part 1a and asks Ss to listen carefully to the discussion between Niall and his friend (audio 3.2.). – T asks student to work in groups-T divides the WB into parts: Questions (2, 3, 4, 7, 8, and 10) and Group 1, Group 2, accordingly- T gives to each group 6 cards which are the answers to the questions above and instruct the Ss to stick the correct card beside the corresponding question- The group with the largest number of correct answers is the winner.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

T instructs Ss to complete Practice Questions 1a (page 26) individually and asks student to check their answers in pairs- T models the first part- T plays audio 3.3. and ask WC to check their answers.

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