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    Indirect Questions

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    Costas Novus

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    © All Rights Reserved
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    Notes for Photocopiable activity 6.1 Pd like to know Group work Language: polite questions, opinions Materials: one copy ofthe worksheet cut up per8 students (Teacher's Book page 134) + Say: Imagine going to live in another county. Elicit usetl information such a5 the location of shops and markets, what time banks shut, how to use the transport system, the best place to buy clothes and so on + Explain tothe students thatthe are go foreign visitors to their county and specifically to thet town '* Elicit structures for asking polite/indirect questions (write them on the board if necessary) Put the students in groups of 8 Each group has a set of 8 cards and each student is given one cad. does not really matterifyou have more than 8 students in aeroup and some have the same card) Tell ther to think of three ways to ask forthe information on the card in a poite/inirct way. When they ae ready, the students can mingle and ask the others in their group forthe information they need. When aking a question, the students are acting the rie of foreign visitor but wien answering they are just themselves and can give their real opinions. They should tro make it as rel as possible + The students need to try to ask all he people in their stoup and make brief notes of the answers they receive. Aim to regain the students attention after around 10-15 minutes + With a weaker group, allow each student a minute to. analyse the data they have collected, Then encourage them to talk within their grbup abou the answers they received; whieh were the most common, whether there were many opinions, whether tne found any ofthe answers ing etc. They can also check that they remember the information correctly by using question tags. Eg Renata, you soi going tothe cinema's the best rainy day activity, {ian you? + theres enough time, they should then compare the answers they received with those of another group, to play the role of The best café in town A good place to go to hear live music The best rainy day activity in this area The best place to go to experience what life is really like in your country What to take as a gift if| get invited to someone’s house in your country. Something which is considered really bad manners in your country. Where to buy a present for my parents The best way to make friends with people in your country Could you please let me know ... ? ‘Aims To review and practise asking for information ina formal letter Time 10 minutes Materials 1 handout for each student ‘= Giveeach student a copy of the handout and ask them todo task Ain pairs. Get some feedback from the cass ‘© Askstudents to read the letter task B and add the missing words. Check answers and review indirect question forms and common structures / expressions used in formal letters 1 Dear Mr Oldfield 6 would also like to 2 inthe Norwich News 7 would be grateful 3 would appreciate 8 ook forward 4 tell me what time 9 indue course 5 alsowhether /ifyou offer 10 Yours sincerely Students do task C. Check answers asa class, ensuring that students have correct word order and punctuation. where Bookworms Bookshop is? 'f/ whether the price includes lunch, |f/ whether Sally Bows willbe signing copies of hernew book. what we need to bring with us. telling me if / whether there are many tickets stil available? A Read the advert. Would you be interested in attending the workshop? Why? / Why not? finish? Crime Writing Workshop aoe Time>0 a.m. 15th June experience Place: Bookworms Bookshop, Norwich necessary? This enjoyable and interactive workshop willbe run by yenowned crime writer Sally Bowls. She will be offering plenty of advice on how to write a Gime novel including tips on building plots, creating characters and generating suspense. This is one of only ree workshopSyhat Sally will be running this summer andi is sure tobe a sell-out, so early booking is advised For further information, contact Geoff Oldfield at Bookworms Bookshop _ f when are others: student discount? B Tania has decided to write a letter to ask for more details about the workshop. She's written and has missed out ten important words. Can you add the missing words to Tania’s letter? a hurry, however, Mr Oldfield, Having read your advertisement the Norwich News, I am very interested in attending the Crime Writing Workshop on isth June, but I appreciate it if you could give me some further details. Could you please tell what time the workshop finishes and also you offer a discount for students? I would algo to know if I need any previous writing experience to take part in the workshop. I studied English literature at school, but I have never had anything published. ‘The advertisement mentioned that there will be two more workshops over the summer. I would grateful if you could send me details about where and when these will be held. I forward to hearing from you in course. sincerely, Tania Bloom Ms T Bloom C Here are some questions which Tania forgot to ask in her letter. Rewrite them as indirect questions. Add question marks where necessary! 1 Where is Bookworms Bookshop? Could you tell me 2 Does the price include lunch? Vd lke to know 3 Will Sally Bowls be signing copies of _—_—Please let me know her new book? 4 What do we need to bring with us? I'd be grateful if you could tell me 5 Are there many tickets still available? Would you mind Eid Reporting a theft ‘Aims To review and practise polite requests. To practise relating past events To engage students in a role-play situation. Time 20 minutes Materials handout for each student + Give each student a copy ofthe handout and ask them in pairs to describe the picture in task Aas fully as possible. + Get some feedback and go over any unfamiliar vocabulary. + Intask students match the halves to make ten questions a police officer might ask victim reporting a crime. TE 213A 4G 5C 6) 7D 8B 9H WE + students now ead the dialogue in as C and inser the questions from task B. Check the answers as a class. 1 How can |help ou? 2 Where did this happen? 3 Would you mind teling me your name, please? 4 Andould you give me your address, please? 5, And may just take a contact number for you please? 6 Could you describe the bieycle fr me, please? 7 Did you see him clearly? 8 Could (ask you to describe hi for te, please? 9 Can you remember what he was wearing? 10 And which direction was he going in? '* Elicit from the class the five differences. Inpicture Indialogue Teenage boy Man in his fifties Blond hair Dark brown hair No moustache Moustache White jacket Black jacket No scarf Scarf ‘+ Working in paits, students read the dialogue aloud. ‘+ Now, still working in pairs, students create a role-play, similar to that in task C. As in the example, their dialogue should be between the victim of the crime and a police officer. A Workin pairs. Describe the crime scene in the picture, in as much detail as possible. B_ match the sentence halves to form ten questions that a police officer might ask someone reporting a crime. 1. Would you mind A help you? 2 Did you see B he was wearing? How can © was he going in? D> 3 4 And may just bicycle for me, please? And which direction E telling me yourname, please? ooo0000 Where did F me your address, please? 7 Could you describe the [_] G take a contact number for you, please? 8 Canyourememberwhat [[] describe him forme, please? 9 couldiaskyouto © [J 1 himclearly? 10 And could yougive — [] J this happen? C Use the questions from B to complete the gaps in the dialogue. Can you find five differences between the thief shown in the picture above and the description of him given below? Officer Good afternoon. Derek I'd like to report a theft, please. A guy has just stolen my bike! Officer 1 see. 2 Derek Lansdale Park. I'd left it locked up there. | was just returning to cycling away on it! about ten minutes ago, when | saw a man Officer OK. 'll need to take down some details from you. » Derek It's Derek Waterford, Officer « Derek Yes, it's 39 Prim Drive. That's in Bury. can’t remember my postcode, I'm afraid Officer That’ fine. Derek Sure. My mobile number's 07645 322971. Thankyou. Its a blue Cannondale. The model's called Flash. I's brand new. | only bought ita fortnight ago. ‘And you said you saw the man who took your bicycle, ” Derek Yes. I got a good look at him, Officer Derek He was probably in his fifties. He had short, dark brown hair and a moustache. I'm not sure how tall he was. Officer * Derek Jeans, trainers and a black jacket. Oh, and he was wearing a scarf too. Officer ” Derek He cycled off down King Street, towards the river. found. Officer Thank you. | think that’s all | need. We'll be in touch if your bicycl 1A Do you know where the market is? [Groupwork or whole Gass Students role play asking for and ing directions to review indirect question. [Copy and cut up one worksheet foreach group of four Five, orsixstudents Procedure ~All the information needed forthe role play appears on cards, ‘AD. Cards B and F are optional, so that the activity can be used with classes of any size from four students upwards. Briefly review indirect questions by writing these direct questions on the board and getting the students to make ‘them more polite: Where's the station? Is there a bookshop near here? an you tell me / Do you know where the station is? Do you know / Can you tell meif/ whether there's a bookshop near here? — Give one role card to each student. Allow the students five ‘minutes to prepare three different indirect questions to ask for directions to the places on their list. Make sure they also read the information at the bottom oftheir role card. ~ Tell the students they can find all the directions they need by talking to different students inthe class. When they have found the directions toa place, they should make a brief note on their role card so that they can use the directions if someone else asks about the same place ~ Divide the students into ABCD(EF) groups to have their conversations, or get the students to mingle around the classroom. Stop the activity when most of the students have got all the information they need. — At the feedback stage, ask the students how quickly they found all the directions. You could also test students’ ‘memory by asking Does anyone know where the library ist, etc. Do you know where the market is? A B You need to find: + the market + the museum + a coffee shop { You know that: ~ the shopping centre is at the end of the pedestrian street. — there is a taxi rank just over the bridge. — to get to the theatre you go straight across at the crossroads. You need to find: + the shopping centre + a post office + the canal You know that: { — to get to the museum you tun left at the ‘Tjunction and go along the street for 5oom. ~ the school is opposite the church. ~ there is a bus stop on the other side of the zebra crossing, c You need to find: + achemist + the theatre + the school You know that: — there is a post office if you continue along this street ~ to get to the market you tum right at the crossroads. ~ the library is on the other side of the park. E You need to find: + abus stop + the theatre + the market You know that: ~ there is a post office if you continue along this street. — to get to the museum you tum left at the ‘junction and go along the street for oom. — there is a taxi rank just over the bridge. D You need to find: + the library + ataxi rank + abus stop You know that: — to get to the canal you go straight across at the roundabout. ~ there is a coffee shop at the end of the alley. ~ there is a chemist opposite the car park. F You need to find: + the canal + the museum + a chemist You know that: — to get to the market you turn right at the crossroads. ~ the library is on the other side of the park. — the shopping centre is at the end of the pedestrian street. > Aim To ole play a press conference er Indirect questions An Speaking Listening, and Writing Lesson link Use after Unit, S8 p86 & 87 Materials (One copy ofthe worksheet cut in half per _g70up of six students [reed Pre-activity (5 minutes) + Ask students, in small groups, to think about the type of stories which make the front page of newspapers, both broadsheets and tabloids. Ask students to make a list of recent front page stories for each type of newspaper. Have a class feedback session. Procedure (40 minutes) ‘+ Explain that the king/queen was kidnapped recently but is now safely back at the palace. He/She is going to give a press conference and the students are journalists who are going to interview him/her. * Divide the class into groups of about six students. Appoint the strongest student in each group as the king/queen, the others are journalists. * Give a copy of the press release to the journalists. Give students time to read it and to check any items of vocabulary, and to prepare a list of about ten indirect questions to ask in order to get the full story. * Meanwhile give each king/queen a copy of the full story. Tell them not to show it to the journalists. Ask them to read the story in preparation for answering the questions. (You may like to pair kings/queens during this reading phase.) Go around helping as necessary. + When everyone is ready, ask each king/queen to sit facing his/her group of journalists. Tell journalists to ask as many questions as they can to get the story. Tell the kings/queens only to answer indirect questions and to make up details if necessary. Go around listening, helping and correcting as necessary. ‘+ Stop the press conference after ten minutes, or when most of the questions have been asked. The journalists, on their own or in pairs, now write the story as a newspaper article. Set a strict fifteen-minute deadline. Meanwhile, the kings/queens, in pairs, write up the story as an interview to be printed in a magazine, including the questions from their press conferences. Go around helping with vocabulary as necessary. ‘+ Display all the newspaper articles and interviews on the classroom wall. Allow students time to read each other’s work and decide on the best interview and best article. Extension (10 minutes) ‘+ Students swap lists of indirect questions with students from other groups and re-word them as direct questions. Go around helping and correcting as necessary. Press release for the journalists Kidnapped! OrOi © CO O © The king/queen, whilst on a visit abroad, was kidnapped. A week later, his/her majesty turned up at four o’clock in the morning, at the mayor’s house in a local village. He/She was wearing jeans and a T-shirt and was covered in dirt. His/Her majesty was in good spirits and health, apart from, rather strangely, badly-scratched knees. CO0O0000 Full story for the king/queen While you were overseas on an official visit, you were kidnapped by terrorists. The kidnap happened while you were eating in your favourite restaurant, the Royal Piazza, which is owned by your brother. Several of the waiters suddenly took out guns and told your bodyguards to lie on the floor. The ‘waiters’ then blindfolded you and took you away by car. When the terrorists finally took off your blindfold you nearly started laughing when you the inside of the building — it was the very same old castle that you used to play in when you were a child! The castle still belongs to your family, but nobody knows. yw where you were. You recognized During your time in the castle, the terrorists were very nice to you, and you were given plenty of food and freedom. The terrorists did not want anything bad to happen to you because they knew it would be very bad publicity for them if anything went wrong. So you lived in the castle like, well, a king or queen! You chatted to the guards, played chess with them, and generally relaxed. It was nice not to have to act like the head of a royal family for a while. After a week, however, you began to feel bored and decided it was time to escape. You remembered from your childhood that there was a secret exit from the cellar. So that evening, you told the terrorists you wanted to go down to the cellar to see if there was any interesting wine stored there. The terrorists thought this was a good idea and, because they thought there was no way out of the cellar, they let you go alone. After a while, you found the secret tunnel, and closing the door quietly behind you, you started down the tunnel. It ‘was very small and often you had to crawl along on your hands and knees. You got very dirty! Finally though, you escaped and made your way to the next village and ‘went to the mayor's house (all the mayors in the country were cousins, nephews or nieces of your family). He was very surprised to see you, and didn’t recognize you at first because you were so dirty. 7B How much do people know? [RG roupwork or gle Students conduct and report Backona cass survey to review wh- clauses 20-25 minutes copy and cut up one worksheet fr each group of ve students Procedure ~ Briefly review possible starting phrases used with wh- clauses, eg. Do you know .? Have you any idea ..? Can you remember .? Point out that Have you any idea ..?s used to ask about information that people are less likely to know. ~ Divide the students into AA / BB / CC / DD / EE pairs and sive out the appropriate part of the worksheet to each student. Allow them about five minutes to prepare their four ‘questions using the starting phrases. Monitor to help and check that students are forming their questions accurately. ~ Reorganize the students into ABCDE groups. Alternatively, set the students to do the survey as a mingle around the Classroom. Review possible answers to the questions, eg. m rot sure, I can't remember, realy don't know, I've got no idea. ~ The students use their questions to survey as many classmates as possible, Remind them to keep a note of which questions most students can and cantt answer Atthe end of the survey, students summarize their results and feed back to the rest of the class using wh- clauses, eg. ‘Most people inthe class have no idea what their blood group is How much do people know? A How much do people know about their birth? Prepare questions with the phrases below. Then interview different students. Do you know...? Have you any idea ...? + What's your star sign? (either Western or Chinese) + What day of the week were you born on? + What time of day were you born? + Where were you born? How much do people know about their family? Prepare questions with the phrases below. Then interview different students. Do you know ..? Have you any idea ...? + What does your surname mean? + Where did your great-grandparents live? + Who chose your name? + What jobs did your grandparents do? How much do people know about their body? Prepare questions with the phrases below. Then interview different students. Do you know..? Have you any idea ...? + Exactly what colour are your eyes? + Which blood group are you, O, A, B, or AB? + Which foot is bigger, your left foot or your right foot? + What is your BMI (Body Mass Index)? How much do people remember? Prepare questions with the phrases below. Then interview different students. Can you remember ..? Do you know ..? + What did you dream about last night? + What did you have for dinner last Saturday? + What was your first teacher called? + What did you do on your birthday two years ago? How much do people know about their best friend? Prepare questions with the phrases below. Then interview different students. Do you know..? Have you any idea ..? + When's your best friend's birthday? + What does your best friend eat for breakfast? + What's your best friend doing right now? + What's your best friend's favourite colour? I'd rather not say Aim | To give students practice at using |incitect questions to ask for | personal information Procedure 1 Write on the board: How much do you earn? How much do you weigh? Who did you vote for in the last election? Ask the students if they can find a connection between the questions. (Answer: They are very personal questions that many ‘One worksheet per group of four people would prefer not to answer.) students; one dice per group; one 2 Elicit ways of responding if you don’t want to answer a question, for counter per student ‘example: /'d prefer not to answer that or I'd rather not say. 3 Ask the students to make the questions on the board less direct, for Time example: Could you tell me how much you earn? Remind them not to | use the question form do you eam with an indirect question. 30 minutes, | 4 Tell students they are going to play a game in which they will ask Materials personal questions, but stress that they have no obligation to answer . the questions. Put students into groups of four. Each group needs Preparation | one copy of tho worksheet the gameboar a dice, and a counter por Copy one worksheet per group student (they could use coins) Explain the rules of the game: «The playors start at the ‘Start’ square. ‘= They take tums to throw the dice. They move the number of squares indicated and ask another student in the group the question in the square on which they land ~ but as the question is personal they have to ask it using one of the polite question forms in the centre of the board, They can choose which student to ask, but thoy havo to ask differont students during the game. ‘+ If the question is grammatically correct, they remain on that square. If the question is wrong (for example: Can J ask you what de you worry about?), they havo to go back to the square they were on before. ‘The person who is asked the question can choose to answer the ‘question or not, in which case he/she has to say: I'd prefer not to answer that one or I'd rather not say. * If they land on an ‘Ask the teacher’ square, they ask the teacher a personal question using one of the polite question forms in the centre of the board. ‘The winner is the first player to go right round the board and return to the start 6 At the end, ask students which question(s) most people didn’t want to answer, and which questions people didn’t mind answering What makes {} youfeel 4 depressed? How tall _—__—_—_—— Pisigios Geriatr a Would you ming | 4e\\ina me Saw eT Mig aay Could tel\ Boek Lae Do you have | + aboyfriend + ora , girlfriend? : Are you satisfied with ; your progress in English? How would you feel é i e ifyou lost 4 Can 1 ask iba yourjob? & you sees s Td Vike How old +0 kinovw ve) i unre do i a _ | you buy i aye? Eat your clothes? J} | Ta prefer not to\,, answer that one.) | | What would # TOSS fn you liketo ) change about | Tid rather = Do you have ANS The Teacher lk: When did you, aff, last feel ina & | any bad ® your physical habits? peers not Say. i ne FO | invited you / todinner? g thisgame? (jl! bad mood? 4| The scariest places in London

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