sabrina sabrina

Copy of TP-4: Present simple information questions
Beginner level


In this lesson, students will be introduced to basic information questions, "what, when, where, who, and how often". They will be able to combine their previous knowledge of "do you" questions to formulate useful phrases conveying action, time, place, person, and the number of times involved with something that has happened. Students will practice their listening skills through a survey about free-time. It will be followed by a controlled written practice, and then a controlled speaking practice, and a final freer mingling exercise.


Abc Teacher's own colored flashcards
Abc Reference HO
Abc Practice HO1
Abc Practice HO1- Answer Key
Abc Practice HO2
Abc Survey- Touchstone HO
Abc Teacher's own colored flashcards
Abc Teacher's own colored flashcards
Abc Teacher's own colored flashcards

Main Aims

  • By the end of this lesson, students should be able to use the information questions "what, when, where, who, and how often" with the present simple "do you" to express their desire for more information.

Subsidiary Aims

  • - to understand the differences in the information we elicit from the questions "what, when, where, who, and how often" - to practice reading, listening, and speaking skills; with sub-skills: gist reading, and scan listening


Introducing the MFP of "What, When, Where, Who, and How often" in the context of daily activities (10-15 minutes) • Understanding the differences between the information we actually seek when we use these question words

T: - reminds students of the previous lesson, describing daily activities in questions such as "Do you have breakfast?" - explains that SS will be learning how to get more information from these questions T: - uses pre-taught vocab such as "shower", "cook", "eat", "learn English" on same-colored flashcards to elicit their form of speech (verbs, actions), and what they are used to describe - they describe WHAT is happening. A small visual reference is drawn on board (question marks) - similarly, uses examples such as "at 7am", "at noon", "on weekends", and "on weeknights" to elicit that they express time, and that they describe WHEN something is happening. * in the process, T elicits difference in meaning between weekdays, weeknights, and weekends. A small visual reference is drawn on board (clock) - similar method for WHERE, WHO, and HOW OFTEN * in the process for HOW OFTEN, T elicits difference in meaning between every night, on Friday nights, once a week, twice a month, etc. by drawing a daily/monthly timetable. T: - asks SS to make a sentence with "to the movies" -- I go to the movies. - asks SS to make it into a question -- Do you go to the movies - now asks SS to create several questions asking about the action, time, people, place, and frequency of going to the movies. T: - asks CCQ's to check understanding between TIME and WHEN for example. - gives out reference handout to be filled in with information just explained.

Filling in a survey form through reading and listening (7-10 minutes) • To give students controlled gist reading and scan listening subskils practice

T: - introduces topic of speaking practice - gives HO (one to each pair), asking students to gist read for its topic, author, and his occupation - pre-teaches vocab: free-time, survey, occupation, other, rent movies - plays the record the 1st time while SS scan for answers - plays the record the 2nd time so SS check their answers (may need to pause it) - elicit answers from students, WCFB

Fill in the blank and Re-arrange the order exercises (10-12 minutes) • To provide controlled written practice

T: - states instruction for Written controlled practice- HO1 - PW, one HO - monitors activity - elicits from students and correct on board- Focus on MFP *WC backchain drilling for speaking - Give out two keys T: - states instruction for Written controlled practice – HO2 - PW, two HO, one for each - monitors activity - Correct together on board.

Wrap-up Activity (5-8 minutes) • To provide controlled speaking practice, and then a freer mingling activity

SS apply what they have learned and have been drilled through. T: -Demo conversation - writes sample Q + A on WB. Q: Who do you have breakfast with? A: I have breakfast with my son. Who do you have breakfast with? - then asks students to mingle - monitors activity

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