ESL Lesson Plan · CEFR B1

Indirect Questions ESL Lesson Plan (B1, 60 Minutes)

A complete 60-minute B1 lesson on Indirect Questions, built round the theme "At the Tourist Information Desk".

CEFR B1
60 minutes
Teenagers and adults
Grammar
Question Forms
Indirect Questions

About this lesson

Who it is for. Intermediate students who form direct questions accurately. When they try to be polite with strangers they keep question word order and auxiliaries (Could you tell me where is the station? Do you know what time does the bus leave?) or sound too direct.

Everything the lesson needs is on this page: the language analysis, the timed stages with the teacher's own words and instruction-checking questions, the differentiation, the printable handouts and the answer key.

At a glance

Level: CEFR B1 (Intermediate)
Learners: Teenagers and adults
Length: 60 minutes. For 45 minutes, run "Freer practice" once through without the second round and cut "Feedback and wrap-up" to board-based error correction.
Skills: Speaking and writing
Language focus: Grammar: Indirect Questions (Could you tell me where ...? Do you know if ...?)
Framework: PPP (presentation, practice, production)
Materials: Handout 1 (two dialogues: direct and polite), Handout 2 (discovery task), Handout 3 (practice), Handout 4 (role cards and information sheets).
Preparation: About 10 minutes: print Handouts 1 to 4, one per learner, and read the language analysis. The answer key is for you, not the class.

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Google Docs · 60 minutes · PPP (presentation, practice, production)

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Aims

Main aim. To help students work out and use indirect questions (Could you tell me / Do you know / I was wondering / Can you tell me + wh- word or if / whether + statement word order) for polite enquiries.

Learning outcome. By the end of the lesson, students can make polite enquiries as tourists and staff, e.g. Could you tell me what time the train leaves? Do you know if the museum is open on Sundays? I was wondering whether you have a map.

Subsidiary aim. To practise polite intonation.
Subsidiary aim. To develop fluency in a service-encounter role-play.

Language analysis

What to know before the lesson: the meaning, form and pronunciation of the target language, and the problems learners usually have with it.

Form

Direct question	Indirect question
Where is the station?	Could you tell me where the station is?
What time does the bus leave?	Do you know what time the bus leaves?
Is the museum open?	Do you know if / whether the museum is open?
Can I pay by card?	I was wondering if I could pay by card.
How much did it cost?	Can you tell me how much it cost?

Form: notes

Opening phrases: Could you tell me ...? Can you tell me ...? Do you know ...? Do you have any idea ...? I was wondering ... · I'd like to know ...
After the opening phrase: statement word order (subject + verb); no do / does / did.
Yes / no questions: if or whether.
The question mark depends on the opening: Could you tell me ...? (question) but I was wondering if ... (statement, full stop).

Meaning and use

Indirect questions are more polite and less direct; they are used with strangers, in shops and offices, and in formal situations.

Pronunciation

Polite intonation: a wide pitch range and a gentle rise: Could you tell me where the station is? ↗
Could you /kʊdʒə/; Do you know /djə nəʊ/.

Concept-checking questions

Could you tell me where the station is? · Is this more or less polite than Where is the station? (More polite.) · Where is the verb is: before or after the station? (After.) · Do you know if the museum is open? · Is this a yes / no question or a wh- question? (Yes / no.) Which word do we add? (if.)

Anticipated problems and solutions

Problem	Solution
Question word order after the opening (where is the station).	Board an arrow moving the verb back after the subject.
Keeping do / does / did (what time does the bus leave).	Cross out does and add -s to the verb.
Missing if / whether.	Rule: no question word → if / whether.
Wrong punctuation (I was wondering if ...?).	Show that the punctuation follows the opening phrase.
Flat, impolite intonation.	Drill with exaggerated pitch range.

Board plan

Left: opening phrases	Centre: patterns	Right: pronunciation
Could you tell me ...? · Can you tell me ...? · Do you know ...? · Do you have any idea ...? · I was wondering ... · I'd like to know ...
Where is the station? → Could you tell me where the station is? · What time does the bus leave? → Do you know what time the bus leaves? (no does) · Is it open? → Do you know if / whether it's open? · not: where is the station ✗ (after the opening)
Could you /kʊdʒə/ · Could you tell me where the station is? ↗ (wide pitch, polite)

Warm-up5 minutes · Whole class, pairs

Aim: To introduce the topic of politeness.

Say two questions to the class, one rudely and one politely: "Where's the toilet?" and "Excuse me, could you tell me where the toilet is?"

Ask: "Which is more polite? Why?" Pairs discuss (2 minutes). Take ideas.

Presentation20 minutes · Individual, pairs, whole class

Aim: To present indirect questions in context and help students work out the rules.

Part A: Reading (6 minutes)

Give out Handout 1. Say: "Read the two dialogues at the tourist information desk in Kandy. Which tourist gets better help? Why?" (3 minutes.)

Pairs compare. Students answer the three questions. Check as a class.

Part B: Finding the rules (7 minutes)

Give out Handout 2. Say: "Compare the direct and indirect questions. Answer the questions with your partner."

ICQs: "Which dialogue has the indirect questions?" (Dialogue 2.)

Monitor. Ask stuck pairs: "Where is the verb? Where is does?"

Part C: Clarification (7 minutes)

Elicit the answers and build the patterns in the centre of the board.

Ask the CCQs from the Language analysis.

Highlight: statement word order; no do / does / did; if / whether; punctuation.

Pronunciation. Drill polite intonation with a wide pitch range: Excuse me, could you tell me where the station is? Do you know if the museum's open today?

Controlled practice10 minutes · Individual, then pairs, then whole class

Aim: To practise the form accurately.

Give out Handout 3. Say: "Exercise A: make the questions polite. Exercise B: correct the mistakes. Seven minutes."

Pairs check and read their questions aloud with polite intonation. Check as a class.

Freer practice18 minutes · Pairs, then whole class

Aim: To use indirect questions fluently in a service role-play.

Give out Handout 4. Student A is a tourist with a list of things to find out; Student B works at the tourist information desk and has an information sheet. Tourists must use a different opening phrase for each question (7 minutes).

ICQs: "Can the tourist use 'Where is ...?'" (No, use indirect questions.) "How many different openings?" (A different one each time.)

Swap roles with the second set of cards (7 minutes).

Two pairs perform for the class. The class listens for indirect questions and polite intonation (4 minutes).

Monitor and note errors.

Feedback and wrap-up7 minutes · Whole class

Aim: To give feedback and consolidate.

Board questions from Stage 4 (correct and incorrect). Students correct the errors.

Ask: "What two things change in an indirect question?" (Word order; no do / does / did.)

Set the homework.

Homework Write a polite email (120 words) to a hotel asking at least five questions about your stay. Use five different indirect question openings.

PPP (presentation, practice, production). Stage times add up to 60 minutes.

Differentiation

Support: Give weaker students the opening phrases on a card. Let them use only Could you tell me ...? and Do you know if ...?
Stretch: Stronger students use I was wondering whether and Would you happen to know ...? They answer politely with I'm afraid I don't know whether ...

Adapting the lesson

For	What to change
A large class (40 or more)	Keep the pairwork in "Freer practice" in fixed pairs rather than a mingle, and take feedback from four or five pairs instead of the whole room. Monitor one half of the room during "Controlled practice" and the other half during "Freer practice".
A class with no photocopier	Put the exercises from Handout 3: Practice on the board for learners to copy into their notebooks, and read any text aloud twice instead of printing it. Handout 4: Role Cards works read out from the front: learners note what they need rather than holding a card. The board plan above is this lesson's minimum - with that on the board, it runs on no paper at all.
An online class	Send Handouts 1 to 4 in the chat before the lesson and put the board plan on a shared slide. Use breakout rooms for the pairwork in "Freer practice" and visit each room once. Have learners type the controlled answers in the chat, so you see every answer at once instead of nominating.
A different age group	With teenagers, shorten the analysis and get to the task sooner. With adults in a work context, keep the forms exactly as they are and swap the lesson's theme for one from their own field.

Checking learning

In the role-play, students use statement word order in indirect questions. Students use if / whether for yes / no questions. 7 out of 8 or better on Handout 3, Exercise A.

Teacher's reflection

Did students drop do / does in indirect questions? Did their intonation sound polite?

Handout 1: At the Tourist Information Desk

Name: ______________________________ Date: ______________

Dialogue 1

Tourist 1: Where is the Temple of the Tooth? Assistant: Over there. Ten minutes' walk. Tourist 1: What time does it close? Assistant: 8 pm. Tourist 1: Can I take photos? Assistant: No.

Dialogue 2

Tourist 2: Good morning. Could you tell me where the Temple of the Tooth is? Assistant: Of course! It's just next to the lake, about ten minutes' walk from here. I'll show you on the map. Tourist 2: Thank you. Do you know what time it closes? Assistant: It's open until 8 pm. The evening ceremony is at 6.30. It's beautiful. Tourist 2: Lovely. I was wondering if I could take photos inside. Assistant: You can take photos in most areas, but not in the inner shrine. And please remember to cover your shoulders and knees. Tourist 2: That's very helpful. Do you have any idea how much a tuk-tuk to the botanical gardens costs? Assistant: About 1,000 rupees. Enjoy your day!

Answer the questions.

Which tourist gets more information? Why? ______________________________
What time is the evening ceremony? ______________________________
Where can't visitors take photos? ______________________________

Handout 2: Language Focus

Name: ______________________________ Date: ______________

Compare the questions.

Answer the questions with your partner.

In the indirect questions, does the verb come before or after the subject? ______________________________
What happens to does? What happens to the main verb? ______________________________
Can I take photos? has no question word. Which word is added in the indirect question? ______________________________
Why does I was wondering if I could take photos end with a full stop, not a question mark? ______________________________

Direct (Dialogue 1)	Indirect (Dialogue 2)
Where is the Temple of the Tooth?	Could you tell me where the Temple of the Tooth is?
What time does it close?	Do you know what time it closes?
Can I take photos?	I was wondering if I could take photos.
How much does a tuk-tuk cost?	Do you have any idea how much a tuk-tuk costs?

Handout 3: Practice

Name: ______________________________ Date: ______________

A. Make the questions polite. Use the beginning given.

B. Correct the mistakes.

Where is the bank? → Could you tell me ______________________________?
What time does the film start? → Do you know ______________________________?
Is there a pharmacy near here? → Do you know if ______________________________?
How much does this cost? → Can you tell me ______________________________?
When did the train leave? → Do you know ______________________________?
Can I park here? → I was wondering ______________________________.
Why is the shop closed? → Do you have any idea ______________________________?
Does this bus go to Galle? → Could you tell me ______________________________?
Could you tell me where is the post office? ______________________________
Do you know what time does the museum open? ______________________________
I was wondering if you could help me? ______________________________
Do you know is the restaurant open? ______________________________

Handout 4: Role Cards

Round 1: Student A (tourist)

Find out: where the nearest ATM is · what time the last train to Colombo leaves · if there is a good vegetarian restaurant nearby · how much the Royal Botanical Gardens cost · whether you need to book a cooking class.

Round 1: Student B (information desk)

Round 2: Student B (tourist)

Find out: where you can buy batik · if the lake walk is safe at night · what time the cultural dance show starts · how long it takes to get to Nuwara Eliya · whether there's a bus to Sigiriya.

Round 2: Student A (information desk)

Useful language: Excuse me, ... · Could you tell me ...? · Do you know if ...? · I was wondering whether ... · Do you have any idea ...? · That's very kind of you.

ATM: inside the supermarket on Dalada Veediya, 2 minutes away
Last train to Colombo: 5.10 pm
Vegetarian restaurant: "Green Leaf", opposite the lake
Botanical Gardens: Rs. 3,000 for foreign visitors; Rs. 100 for locals
Cooking class: yes, book one day before
Batik: shops on Peradeniya Road
Lake walk: safe, but well lit only until 9 pm
Cultural dance show: 5.30 pm, every day
To Nuwara Eliya: about 3 hours by bus, 4 hours by train
To Sigiriya: no direct bus; change in Dambulla

Answer Key

Handout 1

Handout 2

Handout 3, Exercise A

Handout 3, Exercise B

Common errors to watch for

Tourist 2, because they ask politely and the assistant is more helpful. · 2. At 6.30. · 3. In the inner shrine.
After the subject (statement word order). · 2. does disappears; the main verb takes -s (closes). · 3. if · 4. Because the opening I was wondering is a statement, not a question.
where the bank is · 2. what time the film starts · 3. there is a pharmacy near here · 4. how much this costs · 5. when the train left · 6. if / whether I could park here · 7. why the shop is closed · 8. if / whether this bus goes to Galle
Could you tell me where the post office is? · 2. Do you know what time the museum opens? · 3. I was wondering if you could help me. · 4. Do you know if / whether the restaurant is open?

Error	Correction
Could you tell me where is the station?	Could you tell me where the station is?
Do you know what time does it open?	Do you know what time it opens?
Do you know is it open?	Do you know if it's open?
I was wondering if you could help me?	I was wondering if you could help me.

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Written by RCF English to the RCF English international standard: levelled by the CEFR, original throughout, and suitable for classrooms in any country. Last reviewed 22 September 2026.

Indirect Questions ESL Lesson Plan (B1, 60 Minutes)

About this lesson

At a glance

Download this lesson plan

Aims

Language analysis

Form

Form: notes

Meaning and use

Pronunciation

Concept-checking questions

Anticipated problems and solutions

Board plan

Warm-up5 minutes · Whole class, pairs

Presentation20 minutes · Individual, pairs, whole class

Controlled practice10 minutes · Individual, then pairs, then whole class

Freer practice18 minutes · Pairs, then whole class

Feedback and wrap-up7 minutes · Whole class

Differentiation

Adapting the lesson

Checking learning

Teacher's reflection

Handout 1: At the Tourist Information Desk

Handout 2: Language Focus

Handout 3: Practice

Handout 4: Role Cards

Answer Key

Download this plan

Elsewhere in Global English

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