Grade 4 Question Words & Question Formation | 100 Fourth Grade Who, What, Where, When, Why & How Terms with Practice

Grade 4 Question Words and Question Formation is a world-facing guide to 100 fourth grade question terms and patterns, Grade 4 who what where when why how, interrogative sentences, yes/no questions, wh-questions, do does did questions, be questions, modal questions, subject and object questions, question word order and question worksheets. The goal is to help learners build the question that matches the information they actually need.

Current Grade 4 grammar materials typically practise interrogative sentences alongside question words and auxiliary patterns. The hardest errors are often structural rather than lexical: learners choose the right question word but omit do, keep past tense after did, fail to invert be, or use direct-question word order inside an embedded question. This article builds one complete question system around those recurring demands.

This page owns the new Primary 4 / Grade 4 Question Words and Question Formation search family inside the eduKateSG world lane. It is additive and distinct from the broader Sentence Types, Pronouns, Verb Tenses and Direct/Reported Speech owners. Alicia, Tricia and Kai Kai model the loop: identify the missing information → choose the question word → choose the auxiliary → place subject and verb correctly → check tense → add punctuation → test the expected answer.

The 50-Second Question Rule

• Ask what information is missing: person, thing, place, time, reason, method, number, amount, distance or choice.
• Choose the question word.
• Check whether the main verb is be, an ordinary verb or a modal construction.
• Use do/does/did when required.
• Keep the main verb in base form after do/does/did.
• Invert be or a modal with the subject in direct questions.
• Check whether who/what is itself the subject; if so, do-support may not be needed.
• Use statement word order inside many embedded questions.
• Finish a direct written question with a question mark.
• Test whether the expected answer type matches the question word.

Question Foundations

These ten entries belong to the question foundations family. Learn each through answer type, auxiliary choice and word order.

1. question

Definition: a sentence or utterance used to ask for information, confirmation, permission or response.

Example: Alicia asks, “Where is the library?”

Tricia’s question check: State what type of answer question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question. Create one realistic question-formation error and repair it.

2. interrogative sentence

Definition: a sentence whose main purpose is to ask a direct question.

Example: Did Tricia finish the task? is an interrogative sentence.

Kai Kai’s question check: State what type of answer interrogative sentence expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating interrogative sentence. Create one realistic question-formation error and repair it.

3. question word

Definition: a word such as who, what, where, when, why or how used to ask for specific information.

Example: Where is the question word in Where is the bus stop?

Alicia’s question check: State what type of answer question word expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question word. Create one realistic question-formation error and repair it.

4. question mark

Definition: the punctuation mark used at the end of a direct question.

Example: Kai Kai adds a question mark after the sentence.

Tricia’s question check: State what type of answer question mark expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question mark. Create one realistic question-formation error and repair it.

5. question focus

Definition: the information the speaker wants to find out.

Example: In Where did Alicia go?, the question focus is place.

Kai Kai’s question check: State what type of answer question focus expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question focus. Create one realistic question-formation error and repair it.

6. answer type

Definition: the kind of information a question expects.

Example: Who expects a person as the answer type.

Alicia’s question check: State what type of answer answer type expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating answer type. Create one realistic question-formation error and repair it.

7. direct question

Definition: a question asked directly using interrogative word order.

Example: Where are you going? is a direct question.

Tricia’s question check: State what type of answer direct question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating direct question. Create one realistic question-formation error and repair it.

8. yes/no question

Definition: a question usually answered with yes, no or equivalent confirmation.

Example: Is the door open? is a yes/no question.

Kai Kai’s question check: State what type of answer yes/no question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating yes/no question. Create one realistic question-formation error and repair it.

9. wh-question

Definition: a question beginning with or containing a wh-word such as who, what, where, when, why or which.

Example: Why did the bus stop? is a wh-question.

Alicia’s question check: State what type of answer wh-question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating wh-question. Create one realistic question-formation error and repair it.

10. question formation

Definition: the process of arranging words and auxiliaries into a grammatical question.

Example: Tricia practises question formation with do and does.

Tricia’s question check: State what type of answer question formation expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question formation. Create one realistic question-formation error and repair it.

Question Foundations mini-practice

1. Use or demonstrate question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate interrogative sentence in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate question word in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate question mark in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate question focus in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate answer type in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate direct question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate yes/no question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate wh-question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate question formation in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Who, Whom and Whose

These ten entries belong to the who, whom and whose family. Learn each through answer type, auxiliary choice and word order.

11. who

Definition: a question word mainly asking about a person as subject or identity.

Example: Who called the office?

Kai Kai’s question check: State what type of answer who expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating who. Create one realistic question-formation error and repair it.

12. whom

Definition: a formal question word used for a person as object.

Example: Whom did the teacher call?

Alicia’s question check: State what type of answer whom expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating whom. Create one realistic question-formation error and repair it.

13. whose

Definition: a question word asking about possession.

Example: Whose notebook is this?

Tricia’s question check: State what type of answer whose expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating whose. Create one realistic question-formation error and repair it.

14. who as subject

Definition: who used as the subject of the question.

Example: Who broke the ruler?

Kai Kai’s question check: State what type of answer who as subject expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating who as subject. Create one realistic question-formation error and repair it.

15. who as complement

Definition: who used to ask for someone’s identity.

Example: Who is she?

Alicia’s question check: State what type of answer who as complement expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating who as complement. Create one realistic question-formation error and repair it.

16. whom as object

Definition: whom used as an object in formal English.

Example: Whom did Alicia invite?

Tricia’s question check: State what type of answer whom as object expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating whom as object. Create one realistic question-formation error and repair it.

17. whose + noun

Definition: whose used before a noun.

Example: Whose bag is on the chair?

Kai Kai’s question check: State what type of answer whose + noun expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating whose + noun. Create one realistic question-formation error and repair it.

18. person answer

Definition: the kind of answer expected by who or whom.

Example: Alicia is a person answer.

Alicia’s question check: State what type of answer person answer expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating person answer. Create one realistic question-formation error and repair it.

19. possession answer

Definition: the kind of answer expected by whose.

Example: It is Tricia’s is a possession answer.

Tricia’s question check: State what type of answer possession answer expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating possession answer. Create one realistic question-formation error and repair it.

20. who/whom choice

Definition: the decision between subject and object forms in more formal contexts.

Example: Kai Kai uses the drop test to examine who/whom choice.

Kai Kai’s question check: State what type of answer who/whom choice expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating who/whom choice. Create one realistic question-formation error and repair it.

Who, Whom and Whose mini-practice

1. Use or demonstrate who in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate whom in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate whose in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate who as subject in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate who as complement in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate whom as object in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate whose + noun in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate person answer in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate possession answer in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate who/whom choice in a new question. State the expected answer type, identify the auxiliary and explain the word order.

What and Which

These ten entries belong to the what and which family. Learn each through answer type, auxiliary choice and word order.

21. what

Definition: a question word asking for information, identity, type or action.

Example: What happened after lunch?

Alicia’s question check: State what type of answer what expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating what. Create one realistic question-formation error and repair it.

22. which

Definition: a question word asking someone to choose from a known or limited set.

Example: Which route is safer?

Tricia’s question check: State what type of answer which expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating which. Create one realistic question-formation error and repair it.

23. what + noun

Definition: what used before a noun to ask about type or identity.

Example: What colour is the folder?

Kai Kai’s question check: State what type of answer what + noun expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating what + noun. Create one realistic question-formation error and repair it.

24. which + noun

Definition: which used before a noun to select from alternatives.

Example: Which book do you want?

Alicia’s question check: State what type of answer which + noun expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating which + noun. Create one realistic question-formation error and repair it.

25. what kind

Definition: a phrase asking about category or type.

Example: What kind of material is this?

Tricia’s question check: State what type of answer what kind expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating what kind. Create one realistic question-formation error and repair it.

26. what time

Definition: a phrase asking for clock time.

Example: What time does the lesson start?

Kai Kai’s question check: State what type of answer what time expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating what time. Create one realistic question-formation error and repair it.

27. what happened

Definition: a question asking about an event.

Example: What happened near the gate?

Alicia’s question check: State what type of answer what happened expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating what happened. Create one realistic question-formation error and repair it.

28. which one

Definition: a question phrase asking for selection when the noun is understood.

Example: Which one belongs to Alicia?

Tricia’s question check: State what type of answer which one expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating which one. Create one realistic question-formation error and repair it.

29. open choice

Definition: a question allowing a broad range of possible answers.

Example: What would you like to read? is relatively open choice.

Kai Kai’s question check: State what type of answer open choice expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating open choice. Create one realistic question-formation error and repair it.

30. limited choice

Definition: a question selecting among known alternatives.

Example: Which of these two routes is shorter? is limited choice.

Alicia’s question check: State what type of answer limited choice expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating limited choice. Create one realistic question-formation error and repair it.

What and Which mini-practice

1. Use or demonstrate what in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate which in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate what + noun in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate which + noun in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate what kind in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate what time in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate what happened in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate which one in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate open choice in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate limited choice in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Where, When, Why and How

These ten entries belong to the where, when, why and how family. Learn each through answer type, auxiliary choice and word order.

31. where

Definition: a question word asking about place.

Example: Where did Tricia leave the keys?

Tricia’s question check: State what type of answer where expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating where. Create one realistic question-formation error and repair it.

32. when

Definition: a question word asking about time.

Example: When does the library close?

Kai Kai’s question check: State what type of answer when expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating when. Create one realistic question-formation error and repair it.

33. why

Definition: a question word asking for reason or cause.

Example: Why did Kai Kai change his answer?

Alicia’s question check: State what type of answer why expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating why. Create one realistic question-formation error and repair it.

34. how

Definition: a question word asking about manner, condition or method.

Example: How did Alicia solve the problem?

Tricia’s question check: State what type of answer how expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how. Create one realistic question-formation error and repair it.

35. how many

Definition: a question phrase asking for a countable number.

Example: How many books are on the shelf?

Kai Kai’s question check: State what type of answer how many expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how many. Create one realistic question-formation error and repair it.

36. how much

Definition: a question phrase asking for amount or price.

Example: How much water is left?

Alicia’s question check: State what type of answer how much expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how much. Create one realistic question-formation error and repair it.

37. how long

Definition: a question phrase asking about duration or length.

Example: How long did the journey take?

Tricia’s question check: State what type of answer how long expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how long. Create one realistic question-formation error and repair it.

38. how often

Definition: a question phrase asking about frequency.

Example: How often do you revise?

Kai Kai’s question check: State what type of answer how often expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how often. Create one realistic question-formation error and repair it.

39. how far

Definition: a question phrase asking about distance.

Example: How far is the library from here?

Alicia’s question check: State what type of answer how far expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how far. Create one realistic question-formation error and repair it.

40. how old

Definition: a question phrase asking about age.

Example: How old is the building?

Tricia’s question check: State what type of answer how old expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating how old. Create one realistic question-formation error and repair it.

Where, When, Why and How mini-practice

1. Use or demonstrate where in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate when in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate why in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate how in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate how many in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate how much in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate how long in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate how often in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate how far in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate how old in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Questions with Be

These ten entries belong to the questions with be family. Learn each through answer type, auxiliary choice and word order.

41. am I

Definition: first-person question pattern with be.

Example: Am I in the correct room?

Kai Kai’s question check: State what type of answer am I expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating am I. Create one realistic question-formation error and repair it.

42. are you

Definition: second-person question pattern with be.

Example: Are you ready?

Alicia’s question check: State what type of answer are you expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating are you. Create one realistic question-formation error and repair it.

43. is he/she/it

Definition: third-person singular question pattern with be.

Example: Is she at the library?

Tricia’s question check: State what type of answer is he/she/it expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating is he/she/it. Create one realistic question-formation error and repair it.

44. are we

Definition: first-person plural question pattern with be.

Example: Are we early?

Kai Kai’s question check: State what type of answer are we expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating are we. Create one realistic question-formation error and repair it.

45. are they

Definition: third-person plural question pattern with be.

Example: Are they finished?

Alicia’s question check: State what type of answer are they expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating are they. Create one realistic question-formation error and repair it.

46. was I/he/she/it

Definition: past singular question pattern with be.

Example: Was Alicia absent yesterday?

Tricia’s question check: State what type of answer was I/he/she/it expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating was I/he/she/it. Create one realistic question-formation error and repair it.

47. were you/we/they

Definition: past question pattern with be for you and plural subjects.

Example: Were they at the meeting?

Kai Kai’s question check: State what type of answer were you/we/they expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating were you/we/they. Create one realistic question-formation error and repair it.

48. be inversion

Definition: placing a form of be before the subject to form many questions.

Example: She is ready becomes Is she ready?

Alicia’s question check: State what type of answer be inversion expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating be inversion. Create one realistic question-formation error and repair it.

49. be short answer

Definition: a short response using a form of be.

Example: Yes, she is is a be short answer.

Tricia’s question check: State what type of answer be short answer expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating be short answer. Create one realistic question-formation error and repair it.

50. be question error

Definition: an error in word order or agreement in a question with be.

Example: She is ready? is repaired to Is she ready? in standard written direct questions.

Kai Kai’s question check: State what type of answer be question error expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating be question error. Create one realistic question-formation error and repair it.

Questions with Be mini-practice

1. Use or demonstrate am I in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate are you in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate is he/she/it in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate are we in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate are they in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate was I/he/she/it in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate were you/we/they in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate be inversion in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate be short answer in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate be question error in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Do, Does and Did Questions

These ten entries belong to the do, does and did questions family. Learn each through answer type, auxiliary choice and word order.

51. do-question

Definition: a present-tense question using do with I, you, we or they.

Example: Do they know the answer?

Alicia’s question check: State what type of answer do-question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating do-question. Create one realistic question-formation error and repair it.

52. does-question

Definition: a present-tense question using does with a third-person singular subject.

Example: Does Alicia know the answer?

Tricia’s question check: State what type of answer does-question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating does-question. Create one realistic question-formation error and repair it.

53. did-question

Definition: a past-tense question using did.

Example: Did Tricia finish the task?

Kai Kai’s question check: State what type of answer did-question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating did-question. Create one realistic question-formation error and repair it.

54. do-support

Definition: the use of do, does or did to form many questions.

Example: Do-support creates Does Kai Kai agree?

Alicia’s question check: State what type of answer do-support expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating do-support. Create one realistic question-formation error and repair it.

55. base verb after do

Definition: the rule that the main verb stays in base form after do, does or did.

Example: Does she read?, not Does she reads?

Tricia’s question check: State what type of answer base verb after do expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating base verb after do. Create one realistic question-formation error and repair it.

56. do inversion

Definition: placing do, does or did before the subject.

Example: They know becomes Do they know?

Kai Kai’s question check: State what type of answer do inversion expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating do inversion. Create one realistic question-formation error and repair it.

57. do short answer

Definition: a short response using do, does or did.

Example: Yes, they do is a short answer.

Alicia’s question check: State what type of answer do short answer expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating do short answer. Create one realistic question-formation error and repair it.

58. negative question with do

Definition: a question using do plus not or a contraction.

Example: Don’t they know the rule?

Tricia’s question check: State what type of answer negative question with do expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating negative question with do. Create one realistic question-formation error and repair it.

59. present do-agreement

Definition: choosing do or does according to the subject.

Example: Does Alicia… but Do the students…

Kai Kai’s question check: State what type of answer present do-agreement expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating present do-agreement. Create one realistic question-formation error and repair it.

60. past did-form

Definition: using did for all ordinary subjects in simple-past questions.

Example: Did Alicia go? and Did they go? both use did.

Alicia’s question check: State what type of answer past did-form expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating past did-form. Create one realistic question-formation error and repair it.

Do, Does and Did Questions mini-practice

1. Use or demonstrate do-question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate does-question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate did-question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate do-support in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate base verb after do in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate do inversion in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate do short answer in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate negative question with do in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate present do-agreement in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate past did-form in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Modal Questions

These ten entries belong to the modal questions family. Learn each through answer type, auxiliary choice and word order.

61. can question

Definition: a question formed with can before the subject.

Example: Can Alicia swim?

Tricia’s question check: State what type of answer can question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating can question. Create one realistic question-formation error and repair it.

62. could question

Definition: a question formed with could before the subject.

Example: Could you help me?

Kai Kai’s question check: State what type of answer could question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating could question. Create one realistic question-formation error and repair it.

63. may question

Definition: a formal permission question using may.

Example: May I come in?

Alicia’s question check: State what type of answer may question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating may question. Create one realistic question-formation error and repair it.

64. might question

Definition: a less common question using might in suitable contexts.

Example: Might the weather change later?

Tricia’s question check: State what type of answer might question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating might question. Create one realistic question-formation error and repair it.

65. should question

Definition: a question asking for advice or expectation.

Example: Should we leave now?

Kai Kai’s question check: State what type of answer should question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating should question. Create one realistic question-formation error and repair it.

66. must question

Definition: a question asking about necessity or obligation.

Example: Must we finish today?

Alicia’s question check: State what type of answer must question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating must question. Create one realistic question-formation error and repair it.

67. will question

Definition: a question asking about future action or willingness.

Example: Will Tricia join us?

Tricia’s question check: State what type of answer will question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating will question. Create one realistic question-formation error and repair it.

68. would question

Definition: a polite or hypothetical question.

Example: Would you like some water?

Kai Kai’s question check: State what type of answer would question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating would question. Create one realistic question-formation error and repair it.

69. modal inversion

Definition: placing the modal before the subject.

Example: She can swim becomes Can she swim?

Alicia’s question check: State what type of answer modal inversion expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating modal inversion. Create one realistic question-formation error and repair it.

70. modal base verb

Definition: the rule that the main verb remains in base form after a modal.

Example: Can he read?, not Can he reads?

Tricia’s question check: State what type of answer modal base verb expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating modal base verb. Create one realistic question-formation error and repair it.

Modal Questions mini-practice

1. Use or demonstrate can question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate could question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate may question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate might question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate should question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate must question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate will question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate would question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate modal inversion in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate modal base verb in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Subject and Object Questions

These ten entries belong to the subject and object questions family. Learn each through answer type, auxiliary choice and word order.

71. subject question

Definition: a question asking who or what performs the action.

Example: Who opened the window?

Kai Kai’s question check: State what type of answer subject question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating subject question. Create one realistic question-formation error and repair it.

72. object question

Definition: a question asking who or what receives the action.

Example: Who did Alicia call?

Alicia’s question check: State what type of answer object question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating object question. Create one realistic question-formation error and repair it.

73. no do-support in many subject questions

Definition: the pattern where who/what as subject often does not use do-support.

Example: Who called?, not Who did call? in the neutral question.

Tricia’s question check: State what type of answer no do-support in many subject questions expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating no do-support in many subject questions. Create one realistic question-formation error and repair it.

74. do-support in object questions

Definition: the pattern where object questions often require do/does/did.

Example: Who did Tricia call?

Kai Kai’s question check: State what type of answer do-support in object questions expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating do-support in object questions. Create one realistic question-formation error and repair it.

75. subject gap

Definition: the missing subject information requested by a subject question.

Example: Who broke the glass? contains a subject gap.

Alicia’s question check: State what type of answer subject gap expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating subject gap. Create one realistic question-formation error and repair it.

76. object gap

Definition: the missing object information requested by an object question.

Example: What did Kai Kai break? contains an object gap.

Tricia’s question check: State what type of answer object gap expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating object gap. Create one realistic question-formation error and repair it.

77. question role

Definition: the grammatical job of the unknown information.

Example: Alicia identifies whether the question role is subject or object.

Kai Kai’s question check: State what type of answer question role expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question role. Create one realistic question-formation error and repair it.

78. who did vs who

Definition: a contrast between object and subject questions.

Example: Who called? asks for the subject; Who did you call? asks for the object.

Alicia’s question check: State what type of answer who did vs who expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating who did vs who. Create one realistic question-formation error and repair it.

27. what happened

Definition: a common subject-like question about an event.

Example: What happened after the bell rang?

Alicia’s question check: State what type of answer what happened expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating what happened. Create one realistic question-formation error and repair it.

80. subject/object test

Definition: checking whether the missing answer performs or receives the verb action.

Example: Tricia uses a subject/object test before adding do-support.

Kai Kai’s question check: State what type of answer subject/object test expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating subject/object test. Create one realistic question-formation error and repair it.

Subject and Object Questions mini-practice

1. Use or demonstrate subject question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate object question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate no do-support in many subject questions in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate do-support in object questions in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate subject gap in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate object gap in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate question role in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate who did vs who in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate what happened in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate subject/object test in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Question Word Order and Short Answers

These ten entries belong to the question word order and short answers family. Learn each through answer type, auxiliary choice and word order.

81. auxiliary before subject

Definition: the common word-order pattern in English direct questions.

Example: Does Alicia know? places the auxiliary before the subject.

Alicia’s question check: State what type of answer auxiliary before subject expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating auxiliary before subject. Create one realistic question-formation error and repair it.

82. subject after question word

Definition: the position of the subject after an auxiliary in many wh-questions.

Example: Where does Tricia live? places Tricia after does.

Tricia’s question check: State what type of answer subject after question word expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating subject after question word. Create one realistic question-formation error and repair it.

83. main verb base form

Definition: the base form used after do/does/did and core modals.

Example: Did Kai Kai go? uses go.

Kai Kai’s question check: State what type of answer main verb base form expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating main verb base form. Create one realistic question-formation error and repair it.

84. short yes answer

Definition: a brief positive response using the matching auxiliary.

Example: Yes, she does.

Alicia’s question check: State what type of answer short yes answer expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating short yes answer. Create one realistic question-formation error and repair it.

85. short no answer

Definition: a brief negative response using the matching auxiliary.

Example: No, she doesn’t.

Tricia’s question check: State what type of answer short no answer expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating short no answer. Create one realistic question-formation error and repair it.

86. echo question

Definition: a short question repeating surprising information.

Example: You finished already? can function as an echo question in conversation.

Kai Kai’s question check: State what type of answer echo question expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating echo question. Create one realistic question-formation error and repair it.

87. question tag

Definition: a short question added to a statement.

Example: It’s raining, isn’t it?

Alicia’s question check: State what type of answer question tag expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question tag. Create one realistic question-formation error and repair it.

88. rising intonation

Definition: a common speech pattern where voice pitch rises at the end of some questions.

Example: Alicia uses rising intonation in a yes/no question.

Tricia’s question check: State what type of answer rising intonation expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating rising intonation. Create one realistic question-formation error and repair it.

89. falling intonation

Definition: a common speech pattern where pitch falls in many wh-questions.

Example: Tricia uses falling intonation in a calm information question.

Kai Kai’s question check: State what type of answer falling intonation expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating falling intonation. Create one realistic question-formation error and repair it.

90. question punctuation

Definition: the use of a question mark and other conventions for direct questions.

Example: Kai Kai checks question punctuation at the end.

Alicia’s question check: State what type of answer question punctuation expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question punctuation. Create one realistic question-formation error and repair it.

Question Word Order and Short Answers mini-practice

1. Use or demonstrate auxiliary before subject in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate subject after question word in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate main verb base form in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate short yes answer in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate short no answer in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate echo question in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate question tag in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate rising intonation in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate falling intonation in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate question punctuation in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Common Question Errors

These ten entries belong to the common question errors family. Learn each through answer type, auxiliary choice and word order.

91. missing auxiliary

Definition: omitting do/does/did or another required auxiliary.

Example: Where you live? is repaired to Where do you live?

Tricia’s question check: State what type of answer missing auxiliary expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating missing auxiliary. Create one realistic question-formation error and repair it.

92. double tense marking

Definition: marking past tense on both did and the main verb.

Example: Did she went? is repaired to Did she go?

Kai Kai’s question check: State what type of answer double tense marking expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating double tense marking. Create one realistic question-formation error and repair it.

93. does + -s error

Definition: keeping third-person -s on the main verb after does.

Example: Does he reads? is repaired to Does he read?

Alicia’s question check: State what type of answer does + -s error expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating does + -s error. Create one realistic question-formation error and repair it.

94. be-order error

Definition: failing to invert be and subject.

Example: Where she is? is repaired to Where is she? in a direct question.

Tricia’s question check: State what type of answer be-order error expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating be-order error. Create one realistic question-formation error and repair it.

95. modal-order error

Definition: placing the modal after the subject in a standard direct question.

Example: You can help? is repaired to Can you help? in formal written question formation.

Kai Kai’s question check: State what type of answer modal-order error expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating modal-order error. Create one realistic question-formation error and repair it.

96. subject-question do error

Definition: adding unnecessary do-support to a neutral subject question.

Example: Who did call? is usually repaired to Who called?

Alicia’s question check: State what type of answer subject-question do error expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating subject-question do error. Create one realistic question-formation error and repair it.

97. wrong question word

Definition: choosing a question word that asks for the wrong answer type.

Example: Where did it happen? cannot ask for a reason; why is needed.

Tricia’s question check: State what type of answer wrong question word expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating wrong question word. Create one realistic question-formation error and repair it.

98. missing question mark

Definition: ending a direct written question without a question mark.

Example: Alicia adds the missing question mark.

Kai Kai’s question check: State what type of answer missing question mark expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating missing question mark. Create one realistic question-formation error and repair it.

99. question fragment

Definition: a word group that looks like a question prompt but lacks a complete structure.

Example: Why the delay? may be acceptable as an elliptical heading or spoken fragment, but a full school sentence may need Why was there a delay?

Alicia’s question check: State what type of answer question fragment expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating question fragment. Create one realistic question-formation error and repair it.

100. indirect-question order error

Definition: using direct-question order inside an embedded question.

Example: Can you tell me where is the library? is often repaired to Can you tell me where the library is?

Tricia’s question check: State what type of answer indirect-question order error expects or what structural job it performs. Convert the example into a different tense, subject or question type and adjust the auxiliary and word order correctly.

Transfer: Write a fresh Grade 4 question demonstrating indirect-question order error. Create one realistic question-formation error and repair it.

Common Question Errors mini-practice

1. Use or demonstrate missing auxiliary in a new question. State the expected answer type, identify the auxiliary and explain the word order.
2. Use or demonstrate double tense marking in a new question. State the expected answer type, identify the auxiliary and explain the word order.
3. Use or demonstrate does + -s error in a new question. State the expected answer type, identify the auxiliary and explain the word order.
4. Use or demonstrate be-order error in a new question. State the expected answer type, identify the auxiliary and explain the word order.
5. Use or demonstrate modal-order error in a new question. State the expected answer type, identify the auxiliary and explain the word order.
6. Use or demonstrate subject-question do error in a new question. State the expected answer type, identify the auxiliary and explain the word order.
7. Use or demonstrate wrong question word in a new question. State the expected answer type, identify the auxiliary and explain the word order.
8. Use or demonstrate missing question mark in a new question. State the expected answer type, identify the auxiliary and explain the word order.
9. Use or demonstrate question fragment in a new question. State the expected answer type, identify the auxiliary and explain the word order.
10. Use or demonstrate indirect-question order error in a new question. State the expected answer type, identify the auxiliary and explain the word order.

Ten Core Question Workshops

1. Match who, what, where, when, why and how to the answer type each expects.
2. Turn five be-statements into questions by inversion.
3. Turn five simple-present statements into do/does questions.
4. Turn five simple-past statements into did questions while returning the main verb to base form.
5. Write permission and request questions with can, could and may.
6. Contrast a subject question with an object question using who.
7. Write how many, how much, how long, how often and how far questions.
8. Write short yes/no answers matching the auxiliary.
9. Repair embedded-question word order such as Can you tell me where the library is?
10. Edit a mixed paragraph containing missing auxiliaries, double tense marking and wrong question words.

100 Retrieval Prompts

1. Retrieve the question term or pattern meaning “a sentence or utterance used to ask for information, confirmation, permission or response”: question. Then create one original question demonstrating it.
2. Retrieve the question term or pattern meaning “a sentence whose main purpose is to ask a direct question”: interrogative sentence. Then create one original question demonstrating it.
3. Retrieve the question term or pattern meaning “a word such as who, what, where, when, why or how used to ask for specific information”: question word. Then create one original question demonstrating it.
4. Retrieve the question term or pattern meaning “the punctuation mark used at the end of a direct question”: question mark. Then create one original question demonstrating it.
5. Retrieve the question term or pattern meaning “the information the speaker wants to find out”: question focus. Then create one original question demonstrating it.
6. Retrieve the question term or pattern meaning “the kind of information a question expects”: answer type. Then create one original question demonstrating it.
7. Retrieve the question term or pattern meaning “a question asked directly using interrogative word order”: direct question. Then create one original question demonstrating it.
8. Retrieve the question term or pattern meaning “a question usually answered with yes, no or equivalent confirmation”: yes/no question. Then create one original question demonstrating it.
9. Retrieve the question term or pattern meaning “a question beginning with or containing a wh-word such as who, what, where, when, why or which”: wh-question. Then create one original question demonstrating it.
10. Retrieve the question term or pattern meaning “the process of arranging words and auxiliaries into a grammatical question”: question formation. Then create one original question demonstrating it.
11. Retrieve the question term or pattern meaning “a question word mainly asking about a person as subject or identity”: who. Then create one original question demonstrating it.
12. Retrieve the question term or pattern meaning “a formal question word used for a person as object”: whom. Then create one original question demonstrating it.
13. Retrieve the question term or pattern meaning “a question word asking about possession”: whose. Then create one original question demonstrating it.
14. Retrieve the question term or pattern meaning “who used as the subject of the question”: who as subject. Then create one original question demonstrating it.
15. Retrieve the question term or pattern meaning “who used to ask for someone’s identity”: who as complement. Then create one original question demonstrating it.
16. Retrieve the question term or pattern meaning “whom used as an object in formal English”: whom as object. Then create one original question demonstrating it.
17. Retrieve the question term or pattern meaning “whose used before a noun”: whose + noun. Then create one original question demonstrating it.
18. Retrieve the question term or pattern meaning “the kind of answer expected by who or whom”: person answer. Then create one original question demonstrating it.
19. Retrieve the question term or pattern meaning “the kind of answer expected by whose”: possession answer. Then create one original question demonstrating it.
20. Retrieve the question term or pattern meaning “the decision between subject and object forms in more formal contexts”: who/whom choice. Then create one original question demonstrating it.
21. Retrieve the question term or pattern meaning “a question word asking for information, identity, type or action”: what. Then create one original question demonstrating it.
22. Retrieve the question term or pattern meaning “a question word asking someone to choose from a known or limited set”: which. Then create one original question demonstrating it.
23. Retrieve the question term or pattern meaning “what used before a noun to ask about type or identity”: what + noun. Then create one original question demonstrating it.
24. Retrieve the question term or pattern meaning “which used before a noun to select from alternatives”: which + noun. Then create one original question demonstrating it.
25. Retrieve the question term or pattern meaning “a phrase asking about category or type”: what kind. Then create one original question demonstrating it.
26. Retrieve the question term or pattern meaning “a phrase asking for clock time”: what time. Then create one original question demonstrating it.
27. Retrieve the question term or pattern meaning “a question asking about an event”: what happened. Then create one original question demonstrating it.
28. Retrieve the question term or pattern meaning “a question phrase asking for selection when the noun is understood”: which one. Then create one original question demonstrating it.
29. Retrieve the question term or pattern meaning “a question allowing a broad range of possible answers”: open choice. Then create one original question demonstrating it.
30. Retrieve the question term or pattern meaning “a question selecting among known alternatives”: limited choice. Then create one original question demonstrating it.
31. Retrieve the question term or pattern meaning “a question word asking about place”: where. Then create one original question demonstrating it.
32. Retrieve the question term or pattern meaning “a question word asking about time”: when. Then create one original question demonstrating it.
33. Retrieve the question term or pattern meaning “a question word asking for reason or cause”: why. Then create one original question demonstrating it.
34. Retrieve the question term or pattern meaning “a question word asking about manner, condition or method”: how. Then create one original question demonstrating it.
35. Retrieve the question term or pattern meaning “a question phrase asking for a countable number”: how many. Then create one original question demonstrating it.
36. Retrieve the question term or pattern meaning “a question phrase asking for amount or price”: how much. Then create one original question demonstrating it.
37. Retrieve the question term or pattern meaning “a question phrase asking about duration or length”: how long. Then create one original question demonstrating it.
38. Retrieve the question term or pattern meaning “a question phrase asking about frequency”: how often. Then create one original question demonstrating it.
39. Retrieve the question term or pattern meaning “a question phrase asking about distance”: how far. Then create one original question demonstrating it.
40. Retrieve the question term or pattern meaning “a question phrase asking about age”: how old. Then create one original question demonstrating it.
41. Retrieve the question term or pattern meaning “first-person question pattern with be”: am I. Then create one original question demonstrating it.
42. Retrieve the question term or pattern meaning “second-person question pattern with be”: are you. Then create one original question demonstrating it.
43. Retrieve the question term or pattern meaning “third-person singular question pattern with be”: is he/she/it. Then create one original question demonstrating it.
44. Retrieve the question term or pattern meaning “first-person plural question pattern with be”: are we. Then create one original question demonstrating it.
45. Retrieve the question term or pattern meaning “third-person plural question pattern with be”: are they. Then create one original question demonstrating it.
46. Retrieve the question term or pattern meaning “past singular question pattern with be”: was I/he/she/it. Then create one original question demonstrating it.
47. Retrieve the question term or pattern meaning “past question pattern with be for you and plural subjects”: were you/we/they. Then create one original question demonstrating it.
48. Retrieve the question term or pattern meaning “placing a form of be before the subject to form many questions”: be inversion. Then create one original question demonstrating it.
49. Retrieve the question term or pattern meaning “a short response using a form of be”: be short answer. Then create one original question demonstrating it.
50. Retrieve the question term or pattern meaning “an error in word order or agreement in a question with be”: be question error. Then create one original question demonstrating it.
51. Retrieve the question term or pattern meaning “a present-tense question using do with I, you, we or they”: do-question. Then create one original question demonstrating it.
52. Retrieve the question term or pattern meaning “a present-tense question using does with a third-person singular subject”: does-question. Then create one original question demonstrating it.
53. Retrieve the question term or pattern meaning “a past-tense question using did”: did-question. Then create one original question demonstrating it.
54. Retrieve the question term or pattern meaning “the use of do, does or did to form many questions”: do-support. Then create one original question demonstrating it.
55. Retrieve the question term or pattern meaning “the rule that the main verb stays in base form after do, does or did”: base verb after do. Then create one original question demonstrating it.
56. Retrieve the question term or pattern meaning “placing do, does or did before the subject”: do inversion. Then create one original question demonstrating it.
57. Retrieve the question term or pattern meaning “a short response using do, does or did”: do short answer. Then create one original question demonstrating it.
58. Retrieve the question term or pattern meaning “a question using do plus not or a contraction”: negative question with do. Then create one original question demonstrating it.
59. Retrieve the question term or pattern meaning “choosing do or does according to the subject”: present do-agreement. Then create one original question demonstrating it.
60. Retrieve the question term or pattern meaning “using did for all ordinary subjects in simple-past questions”: past did-form. Then create one original question demonstrating it.
61. Retrieve the question term or pattern meaning “a question formed with can before the subject”: can question. Then create one original question demonstrating it.
62. Retrieve the question term or pattern meaning “a question formed with could before the subject”: could question. Then create one original question demonstrating it.
63. Retrieve the question term or pattern meaning “a formal permission question using may”: may question. Then create one original question demonstrating it.
64. Retrieve the question term or pattern meaning “a less common question using might in suitable contexts”: might question. Then create one original question demonstrating it.
65. Retrieve the question term or pattern meaning “a question asking for advice or expectation”: should question. Then create one original question demonstrating it.
66. Retrieve the question term or pattern meaning “a question asking about necessity or obligation”: must question. Then create one original question demonstrating it.
67. Retrieve the question term or pattern meaning “a question asking about future action or willingness”: will question. Then create one original question demonstrating it.
68. Retrieve the question term or pattern meaning “a polite or hypothetical question”: would question. Then create one original question demonstrating it.
69. Retrieve the question term or pattern meaning “placing the modal before the subject”: modal inversion. Then create one original question demonstrating it.
70. Retrieve the question term or pattern meaning “the rule that the main verb remains in base form after a modal”: modal base verb. Then create one original question demonstrating it.
71. Retrieve the question term or pattern meaning “a question asking who or what performs the action”: subject question. Then create one original question demonstrating it.
72. Retrieve the question term or pattern meaning “a question asking who or what receives the action”: object question. Then create one original question demonstrating it.
73. Retrieve the question term or pattern meaning “the pattern where who/what as subject often does not use do-support”: no do-support in many subject questions. Then create one original question demonstrating it.
74. Retrieve the question term or pattern meaning “the pattern where object questions often require do/does/did”: do-support in object questions. Then create one original question demonstrating it.
75. Retrieve the question term or pattern meaning “the missing subject information requested by a subject question”: subject gap. Then create one original question demonstrating it.
76. Retrieve the question term or pattern meaning “the missing object information requested by an object question”: object gap. Then create one original question demonstrating it.
77. Retrieve the question term or pattern meaning “the grammatical job of the unknown information”: question role. Then create one original question demonstrating it.
78. Retrieve the question term or pattern meaning “a contrast between object and subject questions”: who did vs who. Then create one original question demonstrating it.
79. Retrieve the question term or pattern meaning “a common subject-like question about an event”: what happened. Then create one original question demonstrating it.
80. Retrieve the question term or pattern meaning “checking whether the missing answer performs or receives the verb action”: subject/object test. Then create one original question demonstrating it.
81. Retrieve the question term or pattern meaning “the common word-order pattern in English direct questions”: auxiliary before subject. Then create one original question demonstrating it.
82. Retrieve the question term or pattern meaning “the position of the subject after an auxiliary in many wh-questions”: subject after question word. Then create one original question demonstrating it.
83. Retrieve the question term or pattern meaning “the base form used after do/does/did and core modals”: main verb base form. Then create one original question demonstrating it.
84. Retrieve the question term or pattern meaning “a brief positive response using the matching auxiliary”: short yes answer. Then create one original question demonstrating it.
85. Retrieve the question term or pattern meaning “a brief negative response using the matching auxiliary”: short no answer. Then create one original question demonstrating it.
86. Retrieve the question term or pattern meaning “a short question repeating surprising information”: echo question. Then create one original question demonstrating it.
87. Retrieve the question term or pattern meaning “a short question added to a statement”: question tag. Then create one original question demonstrating it.
88. Retrieve the question term or pattern meaning “a common speech pattern where voice pitch rises at the end of some questions”: rising intonation. Then create one original question demonstrating it.
89. Retrieve the question term or pattern meaning “a common speech pattern where pitch falls in many wh-questions”: falling intonation. Then create one original question demonstrating it.
90. Retrieve the question term or pattern meaning “the use of a question mark and other conventions for direct questions”: question punctuation. Then create one original question demonstrating it.
91. Retrieve the question term or pattern meaning “omitting do/does/did or another required auxiliary”: missing auxiliary. Then create one original question demonstrating it.
92. Retrieve the question term or pattern meaning “marking past tense on both did and the main verb”: double tense marking. Then create one original question demonstrating it.
93. Retrieve the question term or pattern meaning “keeping third-person -s on the main verb after does”: does + -s error. Then create one original question demonstrating it.
94. Retrieve the question term or pattern meaning “failing to invert be and subject”: be-order error. Then create one original question demonstrating it.
95. Retrieve the question term or pattern meaning “placing the modal after the subject in a standard direct question”: modal-order error. Then create one original question demonstrating it.
96. Retrieve the question term or pattern meaning “adding unnecessary do-support to a neutral subject question”: subject-question do error. Then create one original question demonstrating it.
97. Retrieve the question term or pattern meaning “choosing a question word that asks for the wrong answer type”: wrong question word. Then create one original question demonstrating it.
98. Retrieve the question term or pattern meaning “ending a direct written question without a question mark”: missing question mark. Then create one original question demonstrating it.
99. Retrieve the question term or pattern meaning “a word group that looks like a question prompt but lacks a complete structure”: question fragment. Then create one original question demonstrating it.
100. Retrieve the question term or pattern meaning “using direct-question order inside an embedded question”: indirect-question order error. Then create one original question demonstrating it.

100 Answer-Type Challenges

1. For question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
2. For interrogative sentence, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
3. For question word, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
4. For question mark, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
5. For question focus, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
6. For answer type, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
7. For direct question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
8. For yes/no question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
9. For wh-question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
10. For question formation, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
11. For who, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
12. For whom, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
13. For whose, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
14. For who as subject, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
15. For who as complement, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
16. For whom as object, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
17. For whose + noun, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
18. For person answer, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
19. For possession answer, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
20. For who/whom choice, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
21. For what, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
22. For which, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
23. For what + noun, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
24. For which + noun, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
25. For what kind, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
26. For what time, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
27. For what happened, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
28. For which one, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
29. For open choice, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
30. For limited choice, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
31. For where, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
32. For when, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
33. For why, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
34. For how, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
35. For how many, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
36. For how much, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
37. For how long, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
38. For how often, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
39. For how far, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
40. For how old, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
41. For am I, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
42. For are you, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
43. For is he/she/it, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
44. For are we, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
45. For are they, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
46. For was I/he/she/it, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
47. For were you/we/they, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
48. For be inversion, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
49. For be short answer, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
50. For be question error, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
51. For do-question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
52. For does-question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
53. For did-question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
54. For do-support, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
55. For base verb after do, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
56. For do inversion, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
57. For do short answer, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
58. For negative question with do, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
59. For present do-agreement, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
60. For past did-form, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
61. For can question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
62. For could question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
63. For may question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
64. For might question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
65. For should question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
66. For must question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
67. For will question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
68. For would question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
69. For modal inversion, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
70. For modal base verb, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
71. For subject question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
72. For object question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
73. For no do-support in many subject questions, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
74. For do-support in object questions, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
75. For subject gap, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
76. For object gap, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
77. For question role, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
78. For who did vs who, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
79. For what happened, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
80. For subject/object test, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
81. For auxiliary before subject, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
82. For subject after question word, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
83. For main verb base form, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
84. For short yes answer, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
85. For short no answer, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
86. For echo question, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
87. For question tag, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
88. For rising intonation, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
89. For falling intonation, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
90. For question punctuation, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
91. For missing auxiliary, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
92. For double tense marking, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
93. For does + -s error, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
94. For be-order error, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
95. For modal-order error, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
96. For subject-question do error, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
97. For wrong question word, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
98. For missing question mark, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
99. For question fragment, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.
100. For indirect-question order error, state the answer type or grammatical job it controls. Write one question and one plausible answer that fit exactly.

100 Transformation Challenges

1. Use or demonstrate question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
2. Use or demonstrate interrogative sentence. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
3. Use or demonstrate question word. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
4. Use or demonstrate question mark. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
5. Use or demonstrate question focus. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
6. Use or demonstrate answer type. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
7. Use or demonstrate direct question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
8. Use or demonstrate yes/no question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
9. Use or demonstrate wh-question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
10. Use or demonstrate question formation. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
11. Use or demonstrate who. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
12. Use or demonstrate whom. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
13. Use or demonstrate whose. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
14. Use or demonstrate who as subject. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
15. Use or demonstrate who as complement. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
16. Use or demonstrate whom as object. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
17. Use or demonstrate whose + noun. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
18. Use or demonstrate person answer. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
19. Use or demonstrate possession answer. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
20. Use or demonstrate who/whom choice. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
21. Use or demonstrate what. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
22. Use or demonstrate which. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
23. Use or demonstrate what + noun. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
24. Use or demonstrate which + noun. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
25. Use or demonstrate what kind. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
26. Use or demonstrate what time. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
27. Use or demonstrate what happened. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
28. Use or demonstrate which one. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
29. Use or demonstrate open choice. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
30. Use or demonstrate limited choice. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
31. Use or demonstrate where. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
32. Use or demonstrate when. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
33. Use or demonstrate why. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
34. Use or demonstrate how. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
35. Use or demonstrate how many. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
36. Use or demonstrate how much. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
37. Use or demonstrate how long. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
38. Use or demonstrate how often. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
39. Use or demonstrate how far. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
40. Use or demonstrate how old. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
41. Use or demonstrate am I. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
42. Use or demonstrate are you. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
43. Use or demonstrate is he/she/it. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
44. Use or demonstrate are we. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
45. Use or demonstrate are they. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
46. Use or demonstrate was I/he/she/it. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
47. Use or demonstrate were you/we/they. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
48. Use or demonstrate be inversion. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
49. Use or demonstrate be short answer. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
50. Use or demonstrate be question error. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
51. Use or demonstrate do-question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
52. Use or demonstrate does-question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
53. Use or demonstrate did-question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
54. Use or demonstrate do-support. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
55. Use or demonstrate base verb after do. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
56. Use or demonstrate do inversion. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
57. Use or demonstrate do short answer. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
58. Use or demonstrate negative question with do. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
59. Use or demonstrate present do-agreement. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
60. Use or demonstrate past did-form. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
61. Use or demonstrate can question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
62. Use or demonstrate could question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
63. Use or demonstrate may question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
64. Use or demonstrate might question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
65. Use or demonstrate should question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
66. Use or demonstrate must question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
67. Use or demonstrate will question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
68. Use or demonstrate would question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
69. Use or demonstrate modal inversion. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
70. Use or demonstrate modal base verb. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
71. Use or demonstrate subject question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
72. Use or demonstrate object question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
73. Use or demonstrate no do-support in many subject questions. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
74. Use or demonstrate do-support in object questions. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
75. Use or demonstrate subject gap. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
76. Use or demonstrate object gap. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
77. Use or demonstrate question role. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
78. Use or demonstrate who did vs who. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
79. Use or demonstrate what happened. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
80. Use or demonstrate subject/object test. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
81. Use or demonstrate auxiliary before subject. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
82. Use or demonstrate subject after question word. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
83. Use or demonstrate main verb base form. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
84. Use or demonstrate short yes answer. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
85. Use or demonstrate short no answer. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
86. Use or demonstrate echo question. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
87. Use or demonstrate question tag. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
88. Use or demonstrate rising intonation. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
89. Use or demonstrate falling intonation. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
90. Use or demonstrate question punctuation. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
91. Use or demonstrate missing auxiliary. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
92. Use or demonstrate double tense marking. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
93. Use or demonstrate does + -s error. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
94. Use or demonstrate be-order error. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
95. Use or demonstrate modal-order error. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
96. Use or demonstrate subject-question do error. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
97. Use or demonstrate wrong question word. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
98. Use or demonstrate missing question mark. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
99. Use or demonstrate question fragment. Change the subject, tense or auxiliary and rebuild the question without breaking word order.
100. Use or demonstrate indirect-question order error. Change the subject, tense or auxiliary and rebuild the question without breaking word order.

100 Transfer Challenges

1. Use or demonstrate question in a classroom discussion. Explain why the question form matches the information needed.
2. Use or demonstrate interrogative sentence in a Science investigation. Explain why the question form matches the information needed.
3. Use or demonstrate question word in a Mathematics problem. Explain why the question form matches the information needed.
4. Use or demonstrate question mark in a library visit. Explain why the question form matches the information needed.
5. Use or demonstrate question focus in a narrative interview. Explain why the question form matches the information needed.
6. Use or demonstrate answer type in a school project. Explain why the question form matches the information needed.
7. Use or demonstrate direct question in a family conversation. Explain why the question form matches the information needed.
8. Use or demonstrate yes/no question in a survey. Explain why the question form matches the information needed.
9. Use or demonstrate wh-question in a reading-comprehension task. Explain why the question form matches the information needed.
10. Use or demonstrate question formation in a presentation Q&A. Explain why the question form matches the information needed.
11. Use or demonstrate who in a classroom discussion. Explain why the question form matches the information needed.
12. Use or demonstrate whom in a Science investigation. Explain why the question form matches the information needed.
13. Use or demonstrate whose in a Mathematics problem. Explain why the question form matches the information needed.
14. Use or demonstrate who as subject in a library visit. Explain why the question form matches the information needed.
15. Use or demonstrate who as complement in a narrative interview. Explain why the question form matches the information needed.
16. Use or demonstrate whom as object in a school project. Explain why the question form matches the information needed.
17. Use or demonstrate whose + noun in a family conversation. Explain why the question form matches the information needed.
18. Use or demonstrate person answer in a survey. Explain why the question form matches the information needed.
19. Use or demonstrate possession answer in a reading-comprehension task. Explain why the question form matches the information needed.
20. Use or demonstrate who/whom choice in a presentation Q&A. Explain why the question form matches the information needed.
21. Use or demonstrate what in a classroom discussion. Explain why the question form matches the information needed.
22. Use or demonstrate which in a Science investigation. Explain why the question form matches the information needed.
23. Use or demonstrate what + noun in a Mathematics problem. Explain why the question form matches the information needed.
24. Use or demonstrate which + noun in a library visit. Explain why the question form matches the information needed.
25. Use or demonstrate what kind in a narrative interview. Explain why the question form matches the information needed.
26. Use or demonstrate what time in a school project. Explain why the question form matches the information needed.
27. Use or demonstrate what happened in a family conversation. Explain why the question form matches the information needed.
28. Use or demonstrate which one in a survey. Explain why the question form matches the information needed.
29. Use or demonstrate open choice in a reading-comprehension task. Explain why the question form matches the information needed.
30. Use or demonstrate limited choice in a presentation Q&A. Explain why the question form matches the information needed.
31. Use or demonstrate where in a classroom discussion. Explain why the question form matches the information needed.
32. Use or demonstrate when in a Science investigation. Explain why the question form matches the information needed.
33. Use or demonstrate why in a Mathematics problem. Explain why the question form matches the information needed.
34. Use or demonstrate how in a library visit. Explain why the question form matches the information needed.
35. Use or demonstrate how many in a narrative interview. Explain why the question form matches the information needed.
36. Use or demonstrate how much in a school project. Explain why the question form matches the information needed.
37. Use or demonstrate how long in a family conversation. Explain why the question form matches the information needed.
38. Use or demonstrate how often in a survey. Explain why the question form matches the information needed.
39. Use or demonstrate how far in a reading-comprehension task. Explain why the question form matches the information needed.
40. Use or demonstrate how old in a presentation Q&A. Explain why the question form matches the information needed.
41. Use or demonstrate am I in a classroom discussion. Explain why the question form matches the information needed.
42. Use or demonstrate are you in a Science investigation. Explain why the question form matches the information needed.
43. Use or demonstrate is he/she/it in a Mathematics problem. Explain why the question form matches the information needed.
44. Use or demonstrate are we in a library visit. Explain why the question form matches the information needed.
45. Use or demonstrate are they in a narrative interview. Explain why the question form matches the information needed.
46. Use or demonstrate was I/he/she/it in a school project. Explain why the question form matches the information needed.
47. Use or demonstrate were you/we/they in a family conversation. Explain why the question form matches the information needed.
48. Use or demonstrate be inversion in a survey. Explain why the question form matches the information needed.
49. Use or demonstrate be short answer in a reading-comprehension task. Explain why the question form matches the information needed.
50. Use or demonstrate be question error in a presentation Q&A. Explain why the question form matches the information needed.
51. Use or demonstrate do-question in a classroom discussion. Explain why the question form matches the information needed.
52. Use or demonstrate does-question in a Science investigation. Explain why the question form matches the information needed.
53. Use or demonstrate did-question in a Mathematics problem. Explain why the question form matches the information needed.
54. Use or demonstrate do-support in a library visit. Explain why the question form matches the information needed.
55. Use or demonstrate base verb after do in a narrative interview. Explain why the question form matches the information needed.
56. Use or demonstrate do inversion in a school project. Explain why the question form matches the information needed.
57. Use or demonstrate do short answer in a family conversation. Explain why the question form matches the information needed.
58. Use or demonstrate negative question with do in a survey. Explain why the question form matches the information needed.
59. Use or demonstrate present do-agreement in a reading-comprehension task. Explain why the question form matches the information needed.
60. Use or demonstrate past did-form in a presentation Q&A. Explain why the question form matches the information needed.
61. Use or demonstrate can question in a classroom discussion. Explain why the question form matches the information needed.
62. Use or demonstrate could question in a Science investigation. Explain why the question form matches the information needed.
63. Use or demonstrate may question in a Mathematics problem. Explain why the question form matches the information needed.
64. Use or demonstrate might question in a library visit. Explain why the question form matches the information needed.
65. Use or demonstrate should question in a narrative interview. Explain why the question form matches the information needed.
66. Use or demonstrate must question in a school project. Explain why the question form matches the information needed.
67. Use or demonstrate will question in a family conversation. Explain why the question form matches the information needed.
68. Use or demonstrate would question in a survey. Explain why the question form matches the information needed.
69. Use or demonstrate modal inversion in a reading-comprehension task. Explain why the question form matches the information needed.
70. Use or demonstrate modal base verb in a presentation Q&A. Explain why the question form matches the information needed.
71. Use or demonstrate subject question in a classroom discussion. Explain why the question form matches the information needed.
72. Use or demonstrate object question in a Science investigation. Explain why the question form matches the information needed.
73. Use or demonstrate no do-support in many subject questions in a Mathematics problem. Explain why the question form matches the information needed.
74. Use or demonstrate do-support in object questions in a library visit. Explain why the question form matches the information needed.
75. Use or demonstrate subject gap in a narrative interview. Explain why the question form matches the information needed.
76. Use or demonstrate object gap in a school project. Explain why the question form matches the information needed.
77. Use or demonstrate question role in a family conversation. Explain why the question form matches the information needed.
78. Use or demonstrate who did vs who in a survey. Explain why the question form matches the information needed.
79. Use or demonstrate what happened in a reading-comprehension task. Explain why the question form matches the information needed.
80. Use or demonstrate subject/object test in a presentation Q&A. Explain why the question form matches the information needed.
81. Use or demonstrate auxiliary before subject in a classroom discussion. Explain why the question form matches the information needed.
82. Use or demonstrate subject after question word in a Science investigation. Explain why the question form matches the information needed.
83. Use or demonstrate main verb base form in a Mathematics problem. Explain why the question form matches the information needed.
84. Use or demonstrate short yes answer in a library visit. Explain why the question form matches the information needed.
85. Use or demonstrate short no answer in a narrative interview. Explain why the question form matches the information needed.
86. Use or demonstrate echo question in a school project. Explain why the question form matches the information needed.
87. Use or demonstrate question tag in a family conversation. Explain why the question form matches the information needed.
88. Use or demonstrate rising intonation in a survey. Explain why the question form matches the information needed.
89. Use or demonstrate falling intonation in a reading-comprehension task. Explain why the question form matches the information needed.
90. Use or demonstrate question punctuation in a presentation Q&A. Explain why the question form matches the information needed.
91. Use or demonstrate missing auxiliary in a classroom discussion. Explain why the question form matches the information needed.
92. Use or demonstrate double tense marking in a Science investigation. Explain why the question form matches the information needed.
93. Use or demonstrate does + -s error in a Mathematics problem. Explain why the question form matches the information needed.
94. Use or demonstrate be-order error in a library visit. Explain why the question form matches the information needed.
95. Use or demonstrate modal-order error in a narrative interview. Explain why the question form matches the information needed.
96. Use or demonstrate subject-question do error in a school project. Explain why the question form matches the information needed.
97. Use or demonstrate wrong question word in a family conversation. Explain why the question form matches the information needed.
98. Use or demonstrate missing question mark in a survey. Explain why the question form matches the information needed.
99. Use or demonstrate question fragment in a reading-comprehension task. Explain why the question form matches the information needed.
100. Use or demonstrate indirect-question order error in a presentation Q&A. Explain why the question form matches the information needed.

A 20-Day Grade 4 Question Plan

Day 1 — question, interrogative sentence, question word, question mark, question focus

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 2 — answer type, direct question, yes/no question, wh-question, question formation

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 3 — who, whom, whose, who as subject, who as complement

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 4 — whom as object, whose + noun, person answer, possession answer, who/whom choice

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 5 — what, which, what + noun, which + noun, what kind

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 6 — what time, what happened, which one, open choice, limited choice

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 7 — where, when, why, how, how many

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 8 — how much, how long, how often, how far, how old

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 9 — am I, are you, is he/she/it, are we, are they

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 10 — was I/he/she/it, were you/we/they, be inversion, be short answer, be question error

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 11 — do-question, does-question, did-question, do-support, base verb after do

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 12 — do inversion, do short answer, negative question with do, present do-agreement, past did-form

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 13 — can question, could question, may question, might question, should question

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 14 — must question, will question, would question, modal inversion, modal base verb

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 15 — subject question, object question, no do-support in many subject questions, do-support in object questions, subject gap

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 16 — object gap, question role, who did vs who, what happened, subject/object test

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 17 — auxiliary before subject, subject after question word, main verb base form, short yes answer, short no answer

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 18 — echo question, question tag, rising intonation, falling intonation, question punctuation

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 19 — missing auxiliary, double tense marking, does + -s error, be-order error, modal-order error

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Day 20 — subject-question do error, wrong question word, missing question mark, question fragment, indirect-question order error

Learn five entries. Define each, write one question, state the expected answer type and repair one word-order or auxiliary error. Retrieve yesterday’s five before adding today’s set.

Parent Guide — Give the Answer First

Say an answer such as “At six o’clock,” “Because the road was flooded,” or “Three books.” Ask the child to build a question that would naturally produce that answer. This makes question-word choice and structure meaningful rather than mechanical.

Teacher Guide — Separate Question Word Choice from Auxiliary Structure

A learner may know that where asks about place but still write Where she lives? Diagnose the lexical choice and the grammar separately. Subject questions also need explicit contrast because Who called? does not follow the same do-support pattern as Who did you call?.

Where This Page Sits in the Primary 4 Vocabulary World Lane

• Grade 4 Sentence Types.
• Grade 4 Verb Tenses.
• Grade 4 Pronouns.
• Vocabulary apex.

This is a new standalone Grade 4 Question Words and Question Formation owner. No existing published article is replaced or rewritten.