Ask Me How
Students will be able to ask and answer questions to gather information from a speaker.
- Ask your students if they have ever been to a train station. Display some pictures of famous or historic train stations, such as Kings Cross in London or Grand Central Terminal in New York City to inspire more answers.
- Have them describe their experience in a train station or an equally crowded or confusing area.
- Explain that asking questions to other people can make their experiences less confusing.
- Tell your students that today they will practice asking and answering questions to gather information.
Explicit Instruction/Teacher modeling(10 minutes)
- Separate the class into four groups at a pretend train station: ticket counters, passengers waiting on the platform, ticket checker at the platform, and information desk.
- Explain the purpose of each section of a train station. Remind students that a train station is where people get on trains to get to another place. Therefore, encourage students to ask and answer questions that have to do with a passenger's destination or how to catch their train.
- Model asking and answering questions with a few student volunteers so that each of them play the role of an information seeker and provider. Some examples are:
- "How do I find platform ____?"
- "At what time does the train ____ arrive?"
- "Where should I buy my train ticket?"
- Possible sentence frames for answering questions can be:
- "The ticket counter is..."
- "The train will arrive at ____."
- "Platform ____ is next to ____."
- Divide students into two groups: group 1 (information providers) and group 2 (information seekers).
- Have group 1 sit in different corners of the classroom.
- Instruct group 1 members to take on the roles of the information providers. For example, if a student is in the information desk corner, he will be the one providing information to someone in group 2 who asks.
- Instruct group 2 members to take on the roles of the information seekers. For example, if a student is in the ticket checker area, he will be the one asking about tickets to the student in group 1.
Guided Practice(20 minutes)
- Pose a scenario, such as a late train. Instruct your students to act in their role of an information seeker and information provider.
- Encourage your students to use the word how when asking questions. For example, "How long will the train take to arrive? Is there another train I can take instead?" Tell the speaker who is answering the questions to answer the question as they see fit, or provide students with a timeline.
- Walk around the room, acting as a speaker in group 1 and group 2 at various times.
- Have students change groups so that they have practice in both asking and answering questions.
Independent working time(15 minutes)
- Ask your students to make posters with guidelines of how to navigate the train station.
- Encourage them to use vocabulary they heard during the role play.
- Create a new scene, such as an airport, for your students to act in. Have them use the same guidelines and prepare a chart on construction paper to explain the guide to their classmates.
- If your students are not comfortable being in one group, put them in another group or create a new role for them, such as a passerby. Pair your students so that one student can absorb vocabulary from the other.
- Allow struggling learners to practice the same scenarios in the Guided Practice section.
- During independent working time, go around the room, checking to see what information your students are putting down.
- Ask them how they found out that information and why they decided to use that information.
Review and closing(5 minutes)
- Ask your students to recap the role play.
- Have them repeat questions they asked and the answers that were given.
- Ask your students to explain why asking questions can be helpful.