Revista simpozionului Eficienta si calitate in educatie 2018 Revista simpozionului | Page 9

2 The teacher asks students to work in pairs and gives them a copy of these eight
closed questions:
1 Do you think meat is bad for you?
2 Do you believe that exercise is good for you?
3 Would you say that young children watch too much TV?
4 Are celebrities important in our lives?
5 Is the world a more dangerous place than fifty years ago?
6 Should most people recycle more than they do?
7 Can politicians make a difference to the world?
8 Is traditional family life disappearing?
The teacher explains that Student A asks the first question and Student B answers
Yes or No. Then Student A then changes the closed question into an open
question, using a question word on the board. Student B answers with a much
longer and more reasoned answer. Student A tries to use all of the question words
on the board in consecutive questions. So their conversation might start like this:
A Do you think meat is bad for you?
B Yes, I do.
A Why do you think meat is bad for you?
B Because I’ve read about the way meat is produced nowadays and I’m
not happy about…
A How often do you eat meat?
B I usually eat it twice or three times a week.
A Who cooks in your family?
B …
Student B then asks the second question on the list, followed by a series of Wh-
questions starting with the given interrogative words. Then they continue, taking
turns asking all the questions.
Alternatively, students can work in pairs or in groups. One student shows the
other(s) a photo they have taken and which they have on their mobile phone. The
partner(s) will ask Wh-questions to get the owner of the photo to offer details about
the situation shown in the picture. For example:
Where did you take this picture?
Who was with you there?
Why did you choose to take a picture of…?
How did you feel when…?
3. Using images as prompts
Rationale: As part of developing a critical mindset, students need to develop the
skill of seeing an argument from all sides. This activity will raise students’
awareness of how the setting of an image or text can alter our perception or
interpretation of something.
Procedure
1 The teacher chooses an interesting image. It can be a photograph, cartoon or
any kind of graphic. The teacher shows it to the students and asks them:
What does it show?
Where do you think you might see it? For example, in a magazine with a
text about…
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