Lesson Planning of Wh-Questions

Students` Learning Outcomes

• Respond to, and ask simple ‘Wh’ questions
• Illustrate use of question words learnt earlier.
• Identify and use question words who, whose, which, where, etc.

Information for Teachers

• Most questions have a rising/questioning tone.
• Wh-questions are questions which start with a question-asking word, either a Wh- word (what, when, where, which, who, whose, why) or questions with the word how.
• We use who to ask about people (Who are you?)
• We use word ‘whose’ to ask about possession. (Whose umbrella is that?)
• We use the word ‘what’ and ‘which’ to ask about things.
• We use ‘what’, ‘which’ to ask about things.
• We use ‘what’ when there are many possible answers: (What is her name?)
• We use ‘which’ when there are only a few possible answers: (Which pencil is yours, the orange one or the yellow one?

• While teaching the lesson, the teacher should also consult the textbook where required.

Material / Resources

Writing board, chalk/marker, duster, chart papers, things in the classroom and textbook

Introduction

• Help the students learn to listen to Wh- (who, what, where, when, why, whose, which) words.
• Ask them questions with gestures to help them understand the meaning.
• Don`t translate.
• Ask questions according to the real situation in the class. For example:
• Who is good bowler/runner/singer?
• What is the day/date today?
• Where is your English book/pencil/eraser/sharpener?
• When will you go home?
• Why are you smiling/crying?
• Brainstorming with the students about the questions we ask throughout the day.
• What do we learn by asking and what would happen if there were no questions?

Development

Activity 1

• Write all the Wh-words on the board one by one and ask the students to ask questions using that “Wh” word from their class fellows.
• Help them asking questions correctly with emotions and gestures according to the class/students` environment. E.g. what is in the picture/drawing?

Activity 2

• Hold two things of different sizes (for example: one small yellow paper and one big red paper) in your hand so that all students can see.
• Ask the students: which paper is big in size? The students will reply: red paper.
• Teach the students when to use ‘which’.
• Hold some colours in your hand.
• Ask from one student: which colour do you want?
• Give the colours to the student and tell him/her to ask another student: which colour do you want?
• Carry on the activity with a few more students.
• Go to a student`s desk holding your book.
• Tell the class: This is my book.
• Hold the student`s book in your hand and ask the class: Whose book is this?
• Repeat the action if the students don`t seem to understand.
• Use actions for students` understanding.
• Encourage the students with words like well done! Good! If they give correct answers.
• If they don`t understand or give wrong answer, tell the class (using actions): this is my book. This is Stamina’s book.
• Tell the students when to use ‘whose’.
• Practice ‘whose’ with students as long as time allows.

Sum up / Conclusion

• Make and tell one question with each ‘Wh’ word to reinforce the concept.
• Encourage the students to tell with gestures and in questioning tone.
• Allow the students to ask you a ‘Wh’ question, and oblige them by responding.
• For example, “Where do you live?’ or “What do you do on the weekend?”

Assessment

• Ask the students to:
• Make questions by picking the right “Wh” word;
  • _________is he? (Who/Whose)
  • _________house is that? (Who/whose)
  • _________ are you doing here? (Which/what)
  • _________animal is bigger, A dog or an elephant? (Which/what)
  • _________will you come to my home? (When/where)
  • _________is your teacher? (When/where)
  • ________are you? (How/which)
  • _______is coming? (Who/where)
• Involve the students in solving the problems given in the exercise at the end of unit/chapter.

Follow up

• Give the students the worksheet or write the questions on the board and ask students to copy them in their notebooks.
• Explain to the students what they have to do?
• Do this exercise in the next class or give as homework.