Lesson plan

Ask Me How

How? In this lesson, your students will become familiar with using this question word to investigate how things work.
Grade Subject View aligned standards

Students will be able to ask and answer questions to gather information from a speaker.

(5 minutes)
  • 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.
(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.
(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.
(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.
(5 minutes)
  • 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.
(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.

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