Alexandra van den Heever Alexandra van den Heever

Grammar - Question Sentences
Elementary level


To clarify question words and question sentence forms for students in the context of music. Students will be given activities that clarify the grammar rules for them, and by the end of the lesson, they will be able to practice speaking using the questions words.


Abc Activity 4 answer key
Abc Activity 5 answer key
Abc Activity 6 charts
Abc Activity 7
Abc Activity 5

Main Aims

  • To provide clarification of question sentence forms in the context of music genres and celebrities.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of favourite music and musical experiences.


Lead-In/Setting Context (4-6 minutes) • To activate schemata and engage students in the topic of music. Also to get them speaking using question words.

I will start with a projection on the WB of pictures that represent music genres (remind them that yesterday Selin introduced them to the word "genre" when talking about types of movies - it can also be used to talk about types of music). I will elicit the different types of music from students, and write them on the WB under the appropriate picture. Then tell the students to speak to their partners about their favourite type of music. What kind of questions are you going to ask? (What genre of music do you like? Who is your favourite singer, etc.) This will get them thinking about how to use question words.

Language Clarification #1 (4-6 minutes) • To clarify the meaning of question words for students

Students will be instructed to complete Activity #4 from page 56 of the workbook. students must match question words on the left to their meaning on the right. They must do this alone at first, and then check with a partner. Then I will give them an answer key. CCQ for which/what: _____ do you like, the red or the blue shirt? AND _____ do you want for written on WB

Language Clarification #2 (5-7 minutes) • To clarify the meaning of question words by allowing students to see them in context

Students will be given Activity 5 where they need to fill in the question words in the appropriate sentences (about musical celebrities). They will work in groups to fill in the blanks and pick the multiple choice they think answers the question. I will give out an answer key when it is time to move on.

Language Clarification #3 (7-10 minutes) • To clarify the form of question words for students.

I will write a chart on WB that will come from the example of Activity 6 on the WB, and ask students which sentence is the past simple form, and which question is the present simple form. Once I have elicited responses, I will ask why that is the case (the difference lies in the form of the verb do - "did" and "does") Then direct students to questions 3 and 4 (from Activity 5), and have them fill in the chart. I will elicit from them which is the past simple and which is the present simple. Ask which verbs are in questions 5-9 (from Activity 5). Then give them chart to fill out with neighbour for questions form of be, using questions written above the chart

Controlled Practice (6-9 minutes) • To have students practice forming yes or no questions

Students will be given Activity 7, in which they must convert the incomplete sentences they see into yes or no questions. We will go over the example together. They will work with a partner to figure out the answers.

Speaking Practice (6-8 minutes) • To allow students to have speaking practice by asking questions of each other

Students will be told that they need to go around and ask the questions of each other. When they find someone who answers yes, they must write their name under B, and then ask the second question of them

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