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
- 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?
- 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?
- 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?”
- 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.
- 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.