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Guess The Question

Guess the Question
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100% found this document useful (1 vote)
137 views3 pages

Guess The Question

Guess the Question
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • Introduction
  • Answer Key
  • Student Worksheet

TEACHER’S NOTES

ESL / EFL RESOURCES Guess the Question

Activity Type Introduction


Reading, writing, In this engaging worksheet activity, students complete questions
listening and speaking with missing words and then use the questions to interview a
activity, pairwork partner.

Procedure
Language Focus
Divide the class into pairs.
'Wh' and yes/no
questions
Give each student a copy of the worksheet.

Tell the students that they have ten minutes to complete the
Aim
questions on the worksheet by deciding what the missing words
To complete questions are in each question.
with missing words and
then use the questions to The students then work with their partner and complete the
interview a partner. questions using a pencil. Students write one word in each space.

When the time limit has been reached, check the questions with
Preparation the class.
Make one copy of the
Students correct any mistakes on their worksheet.
worksheet for each
student.
After that, the students take it in turns to choose a topic and use
the questions to interview their partner.
Level
Encourage the students to ask 'Wh' follow-up questions to gain
Pre-intermediate more information.

When all the questions have been asked, the students give
Time feedback to the class on what they found out about their partner.
30 minutes
"Answer key on the next page"

[Link] © 2017 Permission granted to reproduce for classroom use.


TEACHER’S NOTES

ESL / EFL RESOURCES Guess the Question

Activity Type Answer key


Reading, writing, Home
listening and speaking
activity, pairwork 1. Where do you live?
2. Do you live in a house or apartment?
3. How long have you lived there?
Language Focus 4. Who do you live with?
'Wh' and yes/no 5. What do you like about your neighbourhood?
questions
Free time

Aim 1. What do you usually do in your free time?


2. How much free time do you have during the day?
To complete questions 3. What are some of your hobbies?
with missing words and 4. What do you like to do at the weekend?
then use the questions to 5. What hobbies did you have when you were young?
interview a partner.
Music
Preparation 1. What kind of music do you like?
Make one copy of the 2. When do you usually listen to music?
worksheet for each 3. What kind of music did you like when you were younger?
student. 4. What kind of music is popular in your country?
5. Do you play a musical instrument?

Level Family
Pre-intermediate 1. Describe your family.
2. Do you have family get-togethers?
3. How much time do you spend with your family?
Time 4. Do you go on holiday with your family?
30 minutes 5. Do you get along with the people in your family?

The Internet

1. Do you use the Internet much during the day?


2. What do you usually do on the Internet?
3. What is your favourite website?
4. Do people in your country use the Internet a lot?
5. Have you ever bought something online?

[Link] © 2017 Permission granted to reproduce for classroom use.


QUESTION WORDS AND STRUCTURE

ESL / EFL RESOURCES Guess the Question

A. Work with a partner. Decide what the missing words are in each question. Then,
complete the questions using a pencil. Write one word in each space.

Home

1. Where __________ __________ __________?


2. Do __________ live in a __________ or __________?
3. How long __________ __________ __________ there?
4. Who __________ __________ live __________?
5. What __________ __________ __________ about your neighbourhood?

Free time

1. What do you __________ __________ in your __________ __________?


2. How much free time __________ __________ __________ during the day?
3. What are __________ __________ __________ hobbies?
4. What __________ __________ __________ __________ __________ at the weekend?
5. What hobbies __________ __________ __________ when you were young?

Music

1. What kind __________ __________ __________ __________ like?


2. When __________ __________ __________ listen __________ __________?
3. What kind of __________ __________ you like when __________ __________ younger?
4. What __________ of __________ __________ popular in your country?
5. Do __________ __________ __________ __________ instrument?

Family

1. Describe __________ __________


2. Do __________ __________ __________ get-togethers?
3. How __________ time __________ __________ spend with __________ __________?
4. Do you __________ __________ holiday __________ __________ __________?
5. Do __________ get along with the __________ __________ __________ __________?

The Internet

1. Do you __________ __________ __________ much during the day?


2. What __________ __________ __________ do on the Internet?
3. What __________ __________ favourite __________?
4. Do people __________ __________ country __________ the Internet a lot?
5. Have you __________ __________ something __________?

B. Take it in turns to choose a topic and use the questions to interview your partner.

[Link] © 2017 Permission granted to reproduce for classroom use.

Common questions

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The use of diverse topics is crucial in language learning materials because it addresses various interests and real-life contexts, making the learning process more engaging and applicable. By covering areas such as home and music, students are exposed to a wider range of vocabulary and linguistic structures, which enhances their overall communicative ability and prepares them for different conversational situations .

The different topics in the worksheet, such as home, free time, music, family, and the Internet, facilitate a comprehensive language learning experience by exposing students to a wide range of vocabulary and contexts. Each topic encourages the use of specific language constructs relevant to personal experiences, interests, and daily interactions, thereby broadening the students' communicative competence and making the learning process more engaging and relevant .

The instructional strategies implied by the activity setup include collaborative learning, as students work in pairs; active engagement through speaking and listening activities; and scaffolding, by providing a worksheet that guides the completion of questions. The task requires cognitive engagement to deduce missing words, thereby fostering critical thinking, while pairing promotes peer support and discussion, helping students correct errors and enhance language skills through interaction .

The structured activity integrates language skills by having students first complete a worksheet that requires reading and writing to fill in missing words in questions. This promotes their understanding of question structure. Next, students engage in speaking and listening as they use the completed questions to interview a partner, encouraging real-life communication practice and reinforcing their learning through interactive dialogue and feedback .

Follow-up 'Wh' questions contribute to the effectiveness of the interview activity by encouraging deeper exploration and expansion of initial responses. They prompt students to provide more detailed answers, thus enhancing their ability to express ideas more fully. This practice fosters critical thinking and increases language proficiency by requiring students to draw on a wider vocabulary and more complex grammatical structures to accurately communicate their thoughts .

The primary educational aim of the activity is to complete questions with missing words and then use those questions to interview a partner. The activity focuses on 'Wh' and yes/no questions to facilitate reading, writing, listening, and speaking skills in an ESL/EFL context .

Conducting pairwork activities has several implications for language acquisition. It promotes communicative competence through interaction and dialogue, encouraging students to practice language skills in a supportive environment. Pairwork facilitates peer learning, allowing students to benefit from each other's strengths and correct weaknesses. It also increases engagement and motivation by making the learning process more dynamic and personalized .

The activity design supports student self-assessment and peer feedback through its interactive pairwork format. As students take turns interviewing each other, they receive immediate feedback on the clarity and accuracy of their questions and responses. This setup allows students to assess their understanding and language use in real-time, while peer interaction offers practical feedback, promoting collaborative learning and mutual correction of errors .

The 10-minute time constraint to complete the worksheet encourages students to focus and think quickly, simulating real-life situations where language processing speed is beneficial. This time limitation helps students prioritize and practice swift cognitive decision-making, thereby improving their ability to apply language knowledge under pressure and enhancing fluency over time .

The completion of the worksheet activity emphasizes cognitive skills such as critical thinking, as students must determine which words are missing based on their understanding of language structure. Additionally, analytical skills are highlighted as students evaluate which words best fit contextually. The task also encourages memory recall and application, as students draw upon their knowledge of vocabulary and grammar to accurately fill in the blanks .

E S L  /  E F L  R E S O U R C E S
Activity Type
Reading, writing, 
listening and speaking 
activity, pairwork
Language Focus
E S L  /  E F L  R E S O U R C E S
Activity Type
Reading, writing, 
listening and speaking 
activity, pairwork
Language Focus
E S L  /  E F L  R E S O U R C E S
QUESTION WORDS AND STRUCTURE
Guess the Question 
A. Work with a partner. Decide what the m

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