On p. 181, the various purposes for questions are outlined. These can be divided up among the students to be reviewed and presented to the class in deductive or inductive format. The teacher could guide the students via elicited examples, situational prompts or dialogues to an awareness of the different functions of questions. Following this, students could then be assigned a question type and asked to present, perform or conduct a short dialogue, interview, Q/A exchange, questionnaire in class or to be done outside class. In this activity, while the students present their group work to the whole class and even while working in their groups the teacher will monitor and provide help as needed. To present/review yes/no questions in a inductive way, the teacher can use examples from ex. pp.185-186. S/he provides several groups of pieces of paper. Each group contains the steps of changes of one affirmative statement to a yes-no question. Each step is written on a single piece of paper. The teacher mixes up all the pieces of papers belonging to different groups. The students work in small groups and they are supposed to match these pieces of papers to their original groups and put these steps of changes in correct order. Each group will find one group of papers and later present the correct order of these steps of changes they found out and explain the reason of this ordering to the whole class. Finally, the teacher will sum up the rules of forming different types of yes-no questions using examples the class just worked on and he/she will distribute handout on this grammar topic to the students.

Activity 1: Students sit in several rows in the classroom. Each row of students is a group. The teacher passes a piece of note with a sentence from exercises A and/or B pp. 183-4 on it to the first student in each row. The note is passed to the next student after the first student writes down one step of change toward a yes-no question. The sentences for different groups should be equally difficult, that is all either have overt aux./be form or have non-overt ones. Then different rows of students will have a competition in seeing which group is the first one to change this statement into sentence. Certain rules are needed here. This is a written activity, each student can only write down one step of changes (do one thing in the process of changing and write it down), for instance, s/he can only add an non-overt aux. needed in the sentence, and wait for next student to write down the inverted sentence with the auxiliary moved to the front. In this way, students have to be very clear about the process of yes-no question formation; besides, they need to practice team cooperation spirit before they can win this game.

Variation: The teacher passes a jumbled question to each row. The task is to find the correct question order. Students would be working on word order.

Activity 2: Section A on pp. 185-6 could initially be handled orally, without having students read the sentences. Teacher could read the sentence and ask for its question. As a short extension between each statement/question, a student could be asked, upon giving a question, to ask another student a similar question. Second, students are asked to look at the sentences in their books, and write their corresponding questions, noting whether there is an overt or non-overt auxiliary present. In order to practice and produce some of these items, students could be asked in pairs to come up with a dialogue incorporating as many of the questions they have just formed in a logical, cohesive fashion. These are presented before the class, and students are asked to listen and note how many of the questions each pair use, and then rate in pairs from, let's say, 1-10 on an interesting scale, logical scale, funny scale, etc. each dialogue. The pair who used the most questions with the highest average rating is the winner. Activity 3: Teacher asks one student as chairperson to come to the front of the classroom. The chairperson decides one object/a creature (a person/animal/plant)/anything existing in the world in his/her mind. The other students asks the chairperson yes-no questions, and s/he can only answer yes or no to their questions. The whole class has to get the object in the student's mind within 20 questions. The student who gets the final correct answer will be the next chairperson of this activity. At first, the range of guessing can be limited, for instance, to one person in the classroom. Students can ask yes-no questions such as "Is it a person?" "Is this person a male student?" "Is he taller than David?" "Does he talk a lot in class?" Later the range can be expanded to, e.g., one person in the school. And finally the range can be limitless, including anything in the world.

Homework: The 'do you,' 'did you' format could be introduced with an information questionnaire completed as homework. The topic would be: "What are you like?" Some questions could be: "Do you often help other people?" "Do you care if people like you or not?" "Do you try harder to do something if you will get paid for doing it? "Did you learn to ride a bike when you were young?" "Did you have older siblings when you were born?" "Did you ever teach yourself to do something?"
 

The teacher could use page 189-A to present/review information questions in a student-centered activity. S/he could first have the students change the sentences listed in activity A to information questions. After the students finish that s/he could have them work together in pairs to write 10 information questions that they feel would be useful in their every day activities, such as: What time does the bus leave? Then the teacher would ask the students for some of the questions that they came up with and would write them on the board. The students would talk about their relevance and write them down if they feel that they would be useful in their own lives.

Activity 1: For reviewing the basic grammar of information questions, the teacher gives the students a handout with columns headed Who, What, Where, When, Why, How, How much, How many. Then the teacher reads 20 statement sentences aloud, and the students have to slot the numbers of the sentences under the correct question word heading. Like in the examples on p. 186, The teacher reads: 1. Someone will teach my grammar class this term. The students have to slot #1 under the Who column. The teacher reads: 2. The class starts at 3:00. The students have to slot #2 under When. After the students self-correct the answers with the teacher going over them, the students could be put into pairs to actually write the questions.

Activity 2: For the next exercise, the teacher could give pairs or triads about 3 statements and the students have to make up every kind of question for each statement. For example: The shoe store downtown is having a sale. 1. When does the sale start? 2. What are the hours the store is open? 3. How much will be shoes be discounted? 4.How many items are going to be on sale? 5.Where is the store located? 6. Why aren't there any shoes on sale in my size? 7. Who told you about the sale? All of these questions could easily be converted into a dialogue or skit later on.

Activity 3: Students are put into groups, and asked to brainstorm 3 questions of a "nosy" nature. Teacher may need to model a few, for example, "What turns you on?" or "What is the least/most favorite part of your body?" I tell you what, it can be a riot to hear what students come up with--that is clean, and this must be emphasized. So, after each group has 3 questions, the teacher or students write them on the board. Then each person is randomly assigned 3 questions, and asked to mingle about the class collecting answers to their questions from each student. Allow plenty of time here. Then, the teacher writes all the students' names on slips of paper and redistributes, making sure everyone gets s/o else's name. Give out blank sheets of paper and ask the students to draw a photo sized box at the top of the piece of paper. Explain to students that they have to prepare a profile of the person whose name they've got, including a portrait and as diverse information as possible. Teacher can quickly present a model from a previous class. Students wander around again asking each other for information about the subject of their profile. Depending on the age and nature of the class, either keep or remove all of the questions on the board. Students can of course interview their subject directly if need be. Variation: As an ESL class usually composes students from many different countries, the teacher can encourage students to ask wh-questions based on general factual cultural differences, for instance, very simple questions like "Which country are you from?" "How do you go to school in your country?" "What kind of food do you usually have in your country?" "Who is the present in your country?". Ask students from different countries to tell the whole class the kind of sensitive, impolite or taboo questions not welcomed in their cultures. After students get to know each other better through step1 &2. They can further ask each other questions involving cultural differences without mentioning those impolite questions in step 2.

Homework: The written part of activity 2 and/or its variation can be finished by homework. The following class, the finished profiles can be put on the walls to let the students admire (and sure to get a few good laughs or raised eyebrows) each others work.

The teacher could present/review tag questions and embedded questions in a teacher-centered activity. Eliciting examples from students, s/he could write them on the board, guiding students to discover the formation and use of tag questions and all the changes applied for embedded questions. The following student-centered activities allow students to practice and produce this types of question sentences. Activity 1: Teacher copies and cuts up each sentence from exercise on p. 192 with its corresponding tag. So there should be 18 sentences and 18 tags. Each student receives either a sentence or tag (the teacher needs to make sure that there is a relatively equal number of each given out with a few matches, for example 8 and 8). Students are asked to mingle about and find their correct tag mate. When they have, they bring them to the teacher who asks for the whole sentence/tag to be read out loud. If correct, they are given another tag or statement to mingle about with. This continues until all the matches have been made. After, students are asked to do the exercise individually, noting non-overt tags

Activity 2: For tag questions, the teacher could do a variation on the Animal, Vegetable, Mineral game (also called -- What am I Thinking?). Normally this is a yes/no question game - a person thinks of something in 1 of the 3 categories, and is asked questions which can be answered yes or no until someone guesses what they're thinking. The tag variation could be that each question has to be a tag question: "It isn't an animal, is it?" "It doesn't have 4 legs, does it?" This is a great way to introduce reverse psychology because the person is actually asking something in a negative manner that they're positively thinking (they really think the animal does have 4 legs). This also can be related to politeness, because many times a tag question is used as an indirect way of politely probing: "You're not sad about something, are you?" instead of saying something direct, like: "You look awful! Did someone die?"

Activity 3: For embedded questions, the teacher asks students to write out two questions, one yes-no question and a wh- question. Maybe, to avoid repetition the teacher can provide different subjects to each student. For example: school, job, family, sports, hobbies, pets, etc. In a circle, the teacher asks the first student a question. S/he has to change the question to be part of a statement and tell the other students. For example, "She asked me if I am a good student". This student asks the next student a question that will be reported as the example above. For the second round, the teacher can ask students to change verb tenses as in formal written English. For example, "She asked me if I was a good student". Later, the teacher can dictate all questions and students can change them to be part of a statement for homework, both formal and informal version when possible. Variation: Another possibility is a "passing-word" activity, choosing any of these wh-questions listed in the parenthesis on ex. page 195, the teacher whispers the same question to the first student of each row. For instance, the teacher whispers this question "where does Juan live" to the first student, the second student asks the first student by whispering "What did the teacher say/tell you?", the first student will whisper this embedded question back to the second one "the teacher/he/she asked where Juan lives." Then this embedded question is whispered to until the last student of this row. All the last students in each row will report to the whole class the sentence they have finally. Next time, the teacher will choose another wh-question and the second student in the row in the first round will be the first student in this round. This activity can be repeated in several times until each student is given the opportunity to change the wh-questions into embedded questions.

Activity 4: This activity is called "Go-between" and it's kind of a relay race in reporting/asking questions. It can take many forms, but in a nutshell, here's how it works. Teacher or students come up with a few good, juicy topics and/or questions. These are written down on slips of paper. Let's say you need 20 or so. These are collected and shuffled. Put students into teams of 3- 2 question askers and 1 go-between. They decide who's who, but they will eventually rotate. Teams are given an equal number of slips and told that the first team that goes all of the slips first wins. So, the go-between must run back and forth reporting what each other member has said. Each slip counts as one back and forth exchange. This can be a real hoot. When then slips run out, generate some more with the students and rotate people in their teams and off they go again. Good stuff.

Homework: The teacher dictates all questions from activity 3 and students should change them to be part of a statement for homework, both formal and informal version when possible.

Under the "Commands" heading, it would be good to include polite requests and responses, such as structures like "Could you...?", "Would/Do you mind if I...?" This highlights the fact that questions can perform other functions other than being primarily information-gathering devices, as well as emphasizing the importance of formality, register and appropriacy in relation to a context. To show the difference between a command and a polite request, the teacher could start with the whole class brainstorming. The teacher could write a command on the board, and take suggestions for how to make it into a polite request. For example: Shut up. Polite options: Could you please stop talking? Would you listen up please? Would you mind if (or Could) I interrupt you for a minute? The teacher could personalize it by saying that s/he often has to think how to say something politely to the students so that they do not feel that they are being disrespected, and that with a little effort, politeness can be developed naturally. Also, everyone appreciates politeness, and a person usually can more easily get what they want by being polite. The teacher could find some sayings, like "You can attract more bees with honey than with vinegar." to discuss and drive the point home.

Activity 1: The teacher could have students come up two at a time, and give them each a placard. One says Rude and the other says Polite. The teacher could give each one a statement, like: "You want your friend to pick you up in their car and take you to the mall." Each student has 30 seconds to think of a way to ask their friend in a polite or rude way. Having the two ways side by side like that will make the students laugh and they'll remember the polite way better because of the juxtaposition.

Activity 2: This activity is called Oral Charades. The teacher prepares enough slips for every student. Each slip has an everyday item on it, like a shirt, a banana, a paper clip. To make it easier, the teacher could do categories, like food, classroom objects, clothing, or household items. The student who chooses the slip of paper has to tell the class how to draw the item without telling them what the item is until the time is up (say, 5 minutes).

Activity 3: The next activity is Art Nouveau. The students are partnered and given a sheet of paper, scissors, tape, marker, a button, and rubber bands. Then they follow the teacher's commands: Draw a circle with the marker on the paper. Cut the rubber bands. Tape the button. The trick is that each command is vague enough so that every pair of students' art will look different. This exercise could be altered in a bunch of different ways to include enough adverbs, adjectives, and prepositional phrases so that each pair would come out with exactly the same art result at the end.

Homework: The teacher asks students to write a practical problem they could have (it doesn't need to be real, of course) in a piece of paper. One or two sentences, not more than that. For example, "My neighbor's dog barks all the night long, and I can't sleep." Teacher shuffles the pieces of paper and hand them out to different students. Teacher asks students to write two or three pieces of advice for homework using commands. For example, "Report to your landlord what is going on", or "Call your neighbor and let him know you can't sleep because of his dog". Next class, volunteers can read their pieces of advice.

General Review: On p.197 section A, there is an activity for revising and practicing questions using a short, videotaped segment. This activity may take various forms, but here some specific ways to use the material: Students may given tactile snippets with question and answers which appear in the segment. They piece what they can together before viewing, then finish the rest, check and order the Q/As while viewing; students may be told the context and asked to brainstorm probable questions, comparing them with those in the segment; students could be given the questions and answers in the segment beforehand, and asked to match the questions with the correct answers, guess the context/topic, and order the question/answers as they listen; Students could also be told the context of the segment, then they listen silently and write probable questions about the segment, comparing and answering them in relation to the actual segment.

Written test: The teacher provides students with short texts. Students will select different types of information and yes/no questions and analyze their word order. Then students can be asked to find a few declarative sentences and make questions about them.

Oral test: The teacher gives groups of students some time to compose a dialogue for a restaurant skit (pp. 200-201). S/he provides the props, like a table and chairs with 2 to 3 place settings, and short menus in the target language. The language content is generally food and restaurant vocabulary, but more advanced students can certainly concentrate on the question/command aspects. This skit works well with 3 - 5 students filling the roles of a host/hostess, waiter/waitress, and 2 - 3 diners. It also works well to encourage the students to write a comical script. Variation: The teacher decorates the classroom as a job fair, with different cubicles representing different job hunter/companies, students will choose either as the interviewer or the interviewee. In this kind of activity, different types of questions will be reviewed: wh--where do you see yourself in the past couple of years? y/n--are you good at computer skills? command--please fill in this form.