Types of Questions

Students’ Learning Outcomes

·         Apply strategies to comprehend questions for appropriate response by marking key words, verbs and tenses in a variety of the following questions types:
Ø  Factual
Ø  Personal response

Information for Teachers

·         Understand of the questions is the most significant thing whereas dealing with the questions in exams or at any other time. If students are incapable to understand the question, they would not be capable to answer it.
·         There are three types of questions that can be used to collect information”
Ø  The first is called a structured or closed-ended Question. Many of the questions we ask students calls for a single number, figure or mathematical objects such as “what is this”
Ø  The second is called non-structured or open–ended questions: who, what, when, where, why, how.
Ø  Probing Questions:
·         Some types of questions which the students at this grade will face can be:
Ø  Factual
Ø  Personal response
·         Question-Answer Relationship:   It stimulates the students to think imaginatively and work supportively while inspiring them to use higher-level thinking assistances.
·         “Think and Search,”
·          Have students work placid to form questions about the text, catch the answers and share with the entire class.
·          Ask students to write down questions and answers.
·         offer students a determination for reading
·         Focus students’ devotion on what they are to learn
·         Support students to think energetically as they read
·         Inspire students to monitor their understanding
·         Support students to evaluation content and re-count what they have learned to what they previously identify
·            An uninterrupted and truthful comeback – this is what the questioner would habitually want to attain from asking their question.
·             A lie – the respondent may lie in comeback to a question.
·         Questions based on facts, having simple straight forward answers are factual questions. What are you doing? How is this done? Etc.
·         Personal response questions can have different answers, depending on person to person. What is your favorite color? Who do you think is the best character in the story? Etc.

Material / Resources

Chalk/marker, board, textbook

Worm up activity

·         Brainstorm with students on “Why are questions important? Ask students to think about all the questions we ask throughout the day, and what would happen if we couldn’t ask questions, such as ‘What is the time?’

Activity 1

·         Divide the class in groups and ask them to sit in circle.
·         Get the attached worksheet photocopied and give it in groups.
·         Ask them to read the text and to look at the picture as well.
·         Now ask them to go to the end to the question section.
·         Tell them that sometimes it is difficult to comprehend the questions. Tell them that sometimes they have a question in front of them they are unable to understand.
(For example: take question 1 in the question section of the text. If they are unable to comprehend it, there is a way out.
·         Ask them to make key words and tenses
·         Also mark the verbs a USA tenses they will have words in front of them.
·         Ask them to read them closely and you will have a very clear idea about the question.
·         Solve some questions in front of the class and ask them to comprehend and solve other questions.
Sum up / Conclusion
·         Conclude the lesson by telling the class that the comprehension of questions is very important when attempting to answer the questions. But using the technique they have learnt in this lesson will help them.
·         Make some questions from the text and write those questions on the board.
·         Ask students to come forward and comprehend the question by using the technique you just taught them. Other students can have a recap of t6he lesson as well.
Follow up
·         Ask the students to read sample text at home and understand the questions in the text, ask them to use the technique of comprehending the difficult questions.
·         Make students practice understanding questions by encouraging them to try understanding questions in other subjects such as science and social studies.



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