The Language Teacher
September 2003
Introductory Lesson
Asking Getting Acquainted Questions
Raymond Stubbe
Adventure English School
QUICK GUIDE
Key Words:Brainstorming and asking questions
Learner English Level: High beginner to advanced
Learner Maturity Level: High school to adult
Preparation Time: None
Activity Time: 20-60 minutes
Materials: Whiteboard, marker, timer or clock. Students will need a pen and some paper.
This lesson is designed for the first time a teacher appears in front of a class of basically any size. I have used it in situations ranging from private classes through high school classes of 42 students. Group sizes and question brainstorming time can be modified as the teacher sees fit.
You can expect anywhere from 6 to 20 questions from each student or group. I use this lesson every time I first meet a class. It has become a great level-checker.
Procedure
Step 1: Welcome/greet the students, but do not introduce yourself or have your name written anywhere.
Step 2: Draw a question mark on the board (or piece of paper if there is no board) and ask What's this? Students will answer, A question mark.
Step 3: Elicit question words by printing Wh on the board and ask How many "Wh" question words are there? What are they? Write the responses on the board. Elicit other question words: How, Do/Did, Can, etc. and add them to the board. (For How, I also elicit How long/ many/much/often/old/far, etc.)
Step 4: Explain the following to the class. You will have 5 minutes to brainstorm and write down as many questions as you can think of to ask me in order to get to know me. In large classes, ask the students to form groups, but each group can have only one pen and piece of paper. In small or private classes, students can work individually. Suggest to the students that Spelling is not important and grammar is only a little bit important. What is important is that they write a lot of questions.
Step 5: Set the timer, check that students understand the activity, and start the timer. While students are brainstorming and writing, monitor and assist as necessary.
Step 6: When the time is up, allow the students to finish writing their last question and ask How many? Allow the student/group with the most questions to ask you the first question. Answer that question then go on to the next group. Continue until all questions have been asked and answered. Questions can be asked back to the student(s) at the teacher's discretion.
Step 7: If a lot of time remains in a large-group lesson (because few questions were asked), ask students to pair up with someone they don't know well and ask them 5 or 10 questions and record the answers. Then have students introduce their partner either to the class, or in groups, either at the end of the lesson or during the next.
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