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In the lesson “Asking Questions – Developing Inquiry Skills,” intermediate-level students learn to formulate different types of questions, identify question words, and effectively gather information. The lesson begins with a warm-up conversation to engage students, followed by an introduction to question words and their usage. A reading activity prompts students to generate questions in pairs or groups, fostering critical thinking. Role plays allow students to apply their skills in real-life scenarios. The lesson concludes with a summary, feedback, and optional extension activities for further practice. By the end of the lesson, students gain the ability to ask a variety of questions and use them purposefully.
The Grammar Wheel can be a valuable assistive tool for students with special needs in this lesson. Here’s how it can be used to support their learning:
Visual Support: The Grammar Wheel provides a visual representation of question formation and can help students with special needs who benefit from visual aids. The colorful and interactive nature of the wheel can engage their attention and make the grammar concepts more accessible.
Structured Approach: The Grammar Wheel offers a structured approach to forming questions. Students with special needs often thrive in structured learning environments. The wheel provides a clear framework for organizing their thoughts and constructing questions using the appropriate question words.
Tactile Engagement: The physical act of spinning the Grammar Wheel can provide a tactile experience, which can be beneficial for students with special needs who benefit from hands-on learning. It can enhance their engagement, motor skills, and overall understanding of the grammar concepts.
Whiteboard
Markers
Handouts with question exercises
Reading passage (related to the topic)
Device with internet access (optional, for additional resources)
Laser Cutter
Vinyl Cutter
Inkscape
The lesson begins with a short warm-up activity where students are asked simple questions to initiate a conversation and get them thinking about questioning.
Begin the lesson by asking the students a simple question such as
This will get them thinking about questions and initiate a conversation.
The teacher introduces question words (Who, What, Where, When, Why, How) and explains their meanings and usage. Examples are provided, and students are encouraged to come up with their own examples using these question words.
Write the question words (Who, What, Where, When, Why, How) on the board. Explain the meaning and usage of each question word. Give examples of questions using each question word, and ask students to guess the answers. Encourage students to think of their own examples using the question words.
Students are given handouts with exercises on forming different types of questions. They complete the exercises in pairs using Grammar Wheels. The answers are reviewed as a class, addressing any doubts or questions.
Distribute handouts with exercises on forming different types of questions. Instruct students to complete the exercises in pairs. Provide Grammar Wheels for each pair. Monitor their progress and provide assistance as needed. Review the answers together as a class and clarify any doubts.
A short reading passage related to a specific topic is provided. Students read carefully and then work small groups to generate questions about the text using different question words. Open-ended questions are encouraged to stimulate discussion and critical thinking.
Provide a short reading passage related to a specific topic.
Instruct students to read carefully.
Afterward, ask students to work in small groups to generate questions about the text using different question words. Encourage using Grammar Wheels if needed.
Encourage students to ask open-ended questions to foster discussion and critical thinking.
The class is divided into pairs or small groups, and each group is assigned a scenario or situation (e.g., planning a trip, solving a mystery, organizing an event). Groups create dialogues using different types of questions to gather information and reach a solution. Some groups may perform their role plays in front of the class.
Divide the class into pairs or small groups.
Assign a specific scenario or situation to each group (e.g., planning a trip, solving a mystery, organizing an event).
Instruct each group to create a dialogue using different types of questions to gather information and reach a solution.
Monitor their progress and provide guidance as necessary.
Invite some groups to perform their role play in front of the class.
The main points covered in the lesson regarding question formation and usage are summarized. Students can raise any questions or concerns, and feedback is provided on their performance during the activities. Further practice is encouraged.
Summarize the main points covered in the lesson regarding question formation and usage.
Address any questions or concerns raised by the students.
Provide feedback on their performance during the activities and encourage further practice.
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