1.Download the files suggested in the MEd section and make copies for students.

2. In both activities, students are going to review and practice WH_ questions since they need to be able to interpret information and ask questions while researching a topic.

3. Review the difference between Y/N questions and WH_questions.

4. Give each student a copy of the worksheet.

5. Ask students to match each question word with its correct usage.

[Exercise A - Answer key    1. d, 2. h, 3. a, 4. b, 5. c, 6. g, 7. f, 8. E]

6. Check answers and ask them to continue with the second section about completing the present simple questions with a suitable question word.

[Exercise B - Answer key

1. Where 4. Where 7. Whose 10. Why

2. Who 5. When 8. Why 11. How

3. How 6. Which 9. Which 12. What]

7. Next, ask students to sort the questions into the correct columns, according to their grammatical form. [Exercise C - Answer key   Question word + be + subject... 1, 2, 4, 7, 10, 

Question word + do/does + subject + infinitive verb...12 3, 5, 6, 8, 9, 11]

8. Finally, ask students to write present simple 'Wh' questions that elicit a set of answers.

[Exercise D - Answer key

1. Where does she live?

2. What is their dog called?

3. Why is he here?

4. Which do you prefer, tea or coffee?

5. When do you go to University?

6. How do you feel about the holiday?

7. Whose are these keys?

8. Who is your piano teacher?

9. Where do you come from?

10. What do you want to do?]

9. Give each student a copy of the worksheet.

10. Review the grammar boxes and elicit from students how the WH- question is formed.

11. You may ask students to contrast question formation between English and Spanish and conclude both forms use a different process that has to be learned.

12. Ask students to complete the questions individually.

13. Students check answers in pairs.

14. Ask students to write three more questions about an interesting topic they like.

1. Have the beam projector ready to show the images in which students are going to research.

2. Students are going to gain practice in writing questions about a topic so the two topics chosen here are very different in order to raise curiosity aming students.

3. Ask students if they who invented something, or know when an everyday object was invented, etc.

4. Ask students what they use scissors for and if they imagine how people cut things when they were not invented.

5. Ask students to work individually, and write 5 questions about scissors, in order to research information and answer them.

6. Monitor and offer help as needed.

7. Ask students to work in pairs and put their questions together so they have a list of 10 questions. If some of the questions are repeated, ask students to write new ones until they complete 10 different questions.

8. Ask pairs of students to read their questions to the class and invite students to check the questions in their lists that are mentioned.

9. Finally, if students don’t know the answers (you can show the information in the web page or google ‘scissors’ and have the information ready beforehand), you can either provide it or assign the activity for homework.

10.. Ask students what Mexican volcanoes they know.

11. Ask students what they know about volcanos, if they have ever seen one, where, which one, etc.

12. Ask students to work individually, and write 5 questions about volcanos, in order to research information and answer them.

13. Monitor and offer help as needed.

14. Ask students to work in pairs and put their questions together so they have a list of 10 questions. If some of the questions are repeated, ask students to write new ones until they complete 10 different questions.

15. Ask pairs of students to read their questions to the class and invite students to check the questions in their lists that are mentioned.

16. Finally, if students don’t know the answers (you can google ‘volcanoes’ and have the information ready beforehand), you can either provide it or assign the activity for homework.

1. Have the beam projector ready to show the images suggested in the MED section to students.

2. Students are going to work on questionnaires about these topics, and you can decide how they are going to conduct the research.

3. Ask students who invented the bicycle, when the cellular phone was invented, what does WWW stand for, etc. in order to draw students' attention towards different topics and sources to get information from.

4. Ask students what culture eats more ice cream, the Mexican one or the (USA) American one.

5. Ask students if they like ice cream, what their favorite flavor is, what the difference between ‘nieve vs. helado’ is, and if this is a cultural issue.

6. Ask students to work individually, and write 5 questions about ice cream, in order to research information and answer them.

7. Monitor and offer help as needed.

8. Ask students to work in pairs and put their questions together so they have a list of 10 questions. If some of the questions are repeated, ask students to write new ones until they complete 10 different questions.

9. Invite students to read to the class their questions and see who has the right answers.

10. You may want to ‘google’ information about ice cream and project it to the class, or give it as homework and check the next class.

11. Ask students what they know about this animal.

12. Tell students to imagine they are going to give a presentation about ‘camels’ and need to research information.

13. Ask students to work individually, and write 5 questions about camels, in order to research information and answer them.

14. Ask students to give you some of their questions so you can have 10 different ones on the board.

15. Ask students if those questions are the ones needed to research for the presentation.

16. Ask students to research and find the answers to those questions for the next class.