Julia Julia

'Wh' information questions with BE and DO
Pre-intermediate level


In this lesson, students learn how to form 'Wh' information questions with the verbs BE and DO through guided discovery tasks using example questions in the context of sport. The lesson will start with a short lead-in task to engage students' interest, in which they will be asked what the most popular sports are in their country. A test-teach-test framework will then be used. Students' current knowledge of the topic will be tested through pair work in which they undertake a matching exercise and sentence unscrambling. Teaching of the topic will be undertaken through elicitation and guided discovery tasks, and this will be followed by further testing in which students complete exercises in which they compose questions and correct errors in example questions. This will be followed by free practice in which students practice asking and answering 'wh' information questions in pairs.


Abc Zoom, Google Slides, Google Sites, Zoom Whiteboard

Main Aims

  • To provide clarification and practice of 'wh' information questions with BE and DO in the context of sport

Subsidiary Aims

  • To provide speaking practice in asking and answering questions.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher asks 'What are the most popular sports in your country?', gives a demo (for example, in England the most popular sports are cricket, soccer and rugby), and elicits answers from students.

Test #1 (4-5 minutes) • To gauge students' prior knowledge of the target language

Teacher shows Ss the Google Slide, gives instructions, shares the link in the chatbox, and then assigns Ss to breakout rooms in pairs or groups of 3. In the breakout rooms, students complete matching and sentence unscrambling exercises together. Teacher monitors breakout rooms.

Teach (14-18 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Meaning: If necessary (based on monitoring of BORs in previous task) teacher clarifies meaning through a matching exercise, eliciting from students which question word goes with which kind of information. Anticipating possible confusion of 'which' and 'what', further exploration of the meaning of these will undertaken through example sentences and CCQs. (2-3 minutes) Form: Teacher allocates Ss to breakout rooms in pairs to undertake a guided discovery task focused on form. Returning to the main room, teacher conducts OCFB, eliciting answers from students and asking FCQs. (10-12 minutes) Pronunciation: Teacher pronounces the target language and conducts choral and individual drilling of the 'wh' question words. Teacher shows example questions and elicits sentence stress and intonation, then conducts further drilling of example sentences. (2-3 minutes)

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Teacher shows Ss the exercises on Google Sites and shares the link in the chatbox. Students are given 5 minutes to complete the questions individually, then T assigns them to breakout rooms to check their answers. OCFB with teacher eliciting answers from students.

Free practice (4-6 minutes) • To provide students with free practice of the target language

Teacher gives instructions and example questions, shares the link in the chat, and assigns students to BORs in pairs. Students practice asking and answering questions about sport and exercise. Teacher monitors BORs.

Delayed Error Correction (2-3 minutes) • To enable students to understand and correct mistakes

Teacher uses the Zoom Whiteboard to write down errors overheard during the free practice. Teacher elicits corrections from students.

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