Day 1

Department English Quarter 2 Week 6

Writers English 7 Teachers Lesson No. 11
MELC No. 11
Subject English 7 Submission Dates
I. Grade Level The learner demonstrates communicative competence through his/her
Standard understanding of Philippine literature and other text types for a deeper
appreciation of Philippine culture.
Performance The learner demonstrates understanding of: Philippine literature during
Standard the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
Content The learner transfers learning by: resolving conflicts presented in literary
Standard selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and appropriately.
II. Competency Proper Techniques and Strategies in Asking Questions or Eliciting
Answers
A. Objectives 1 Identify the proper techniques and strategies in asking questions or
eliciting answers;
2 Observe situations whereby rational responses can satisfy logical
questions;
3 Use appropriate technique and strategies when asking questions or
eliciting answers.
III. Content “Technique and strategies in asking questions”
• Learning K-12 Learning Material , “SIPacks” module, and other online resources
Resources (refer to links below the materials)

IV. Procedure
A. Reviewing Previous Lesson or Presenting the New Lesson
Questioning Techniques: Asking Questions Effectively

"Garbage in, garbage out," is a popular truth, often said in relation to computer systems; if you put
the wrong information in, you'll get the wrong information out. The same applies to communications
in general: if you ask the wrong questions, you'll probably get the wrong answer, or at least not
quite what you are hoping for.

B. Establishing a Purpose for the Lesson

Asking the right question is at the heart of effective communications and information exchange.
By using the right questions in a particular situation, you can improve a whole range of
communication skills. For example, you can gather better information and learn more, if you can
build stronger relationships, manage people more effectively, and help others to learn too.

C. Presenting Examples/instances of the New Lesson

THE QUESTIONING TECHNIQUES

1. A closed question usually receives a single word or a very short, factual answer.
For example, "Are you thirsty?" The answer is "Yes" or "No"; Where do you live?"
The answer is generally the name of your town or your address.

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● Here are some examples.

-How was the party?

-Tell me what happened next.
-Describe the circumstances in more detail

2. Funnel Questions
This specific technique involves starting with general questions, and then drilling down to a
more specific point in each. Usually, this involves asking for more and more detail at each level.
It's often used by detectives taking a statement from a witness.

● Here are some examples.

-"How many people were involved in the fight?" - "About ten."

-Were they kids or adults?" - "Mostly kids."
-"Were any of them wearing anything distinctive?" - "Yes, several of them had red baseball
caps on"

3. Probing Questions
Asking probing questions is another strategy for finding out more detail. Sometimes its's as
simple as asking your respondent for an example, to help you understand a statement that they
have made.

● Here are some examples.

-"When do you need this report by, and do you want to see a draft before I give you my final
version?" (When you need additional information for clarification.)

-"How do you know that the new database can't be used by the sales force?" (to investigate
whether there is proof for what has been said)

4. Leading questions try to lead the respondent to your way of thinking. They can do this in
several ways:

● Here are some examples.

-"Why do you think that the project will deliver?" This assumes that the project will certainly
not be completed on time (With an assumption)

-"Lori's very efficient, don’t you think?" or "Option 2 in better isn't it? (By adding a personal
appeal to agree at the end)

-Our natural tendency to prefer to say "yes" than "no" [lays an important part in the phrasing
of questions: "Shall we all approve option Two?" is more likely to get a positive response than
"Do you want to approve option Two or not?" A good way of doing this is to make it personal.
For example, "Would you like me to go ahead with option Two?" rather than "Shall I choose
option Two?" (Paraphrasing the question so that the "easiest" response is "yes")

-Both of which you would be happy with, rather than the choice of one option or not doing
anything at all. Strictly speaking, the choice of "neither" is still available when you ask "Which
would you prefer…A or B?" but most people will be caught up deciding between two

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preferences. (Giving people a choice between two options)

5. Rhetorical Questions
Rhetorical questions aren't really questions at all, in that they don't expect an answer. They're
really just statements phrased in question form.

● Here are some examples.

-"Isn't John's design work so creative?"
-People use rhetorical questions because they are engaging for the listener - as they are
drawn to agreeing (Yes it is and I like working with such a creative colleague") - rather than
feeling that they are being "told" something like "John is a very creative designer." (To which
they may answer "So what?")

*Source: https://www.careeraddict.com/top-5-effective-questioning-techniques

Day 2

THE PROPER WAY OF RESPONDIND TO SATISFY ELICITING

Step 1 — Understand what the question is about

The first step to answering a question is to understand what is being asked. What is the
subject? This could be the weather, recent news reports, your kids, and so on.

Now this is a basic but crucial stage. Talking about submarines when the other person was
asking you about your fashion choices? That could be awkward. So it helps to ensure your brain
remains at optimal performance levels whenever you are at risk of facing unsolicited questions.

Here’s a hypothetical scenario that you should avoid here:

Asker: Hey, where did you buy that tasty-looking salad?

Wrong answer: It’s not fair for you to presume I am ditching my diet plan with this salad.

Step 2 — Recognize what the asker wants to know

Now that you know the subject in the above question is the salad you’re holding, the next step is
to identify what the other person wants to know. This is normally an instantaneous process done
by our brain.
For some people, however, it may be easy to get confused. Just remember to focus on the
what, where and so on. The question above had two key words – “where” and “buy” – and one
subject, which is salad. Get it? Of course you do.
Here’s a hypothetical scenario that you should avoid here:
Asker: Hey, where did you buy that tasty-looking salad?
Wrong answer: Oh, this salad? It’s delicious and has chicken, anchovies and cucumber.

Step 3 — Identify relevant facts

You know what the question is about and you know what the asker wants to know. Now you
should be able to pick out information in your brain that is directly relevant to the question.
In the question above, we have established that the asker wants to know where you bought the
salad. The relevant fact would be the location at which you removed some currency out of your
pocket and handed them over to a vendor who subsequently provided you with a packet of food
commonly known as salad.

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Any other fact, while relevant, may not necessarily be what your asker wants to know. So put
priority to the most relevant fact. This must be the lead component of your reply.
Here’s a hypothetical scenario that you should avoid here:
Asker: Hey, where did you buy that tasty-looking salad?
Wrong answer: Oh, I bought this salad for my mom this morning.

Step 4 — Organize your answer and say it

Okay, so you have precisely the relevant nugget of information that the asker wants to know.
But presentation matters. Otherwise the other person would be left confused.

What you can do here is to tap into the years of language training we have had in school and
remember the standard procedures of constructing sentences. Subject, verb, noun and all that.

Here’s a hypothetical scenario that you should avoid here:

Asker: Hey, where did you buy that tasty-looking salad?

Wrong answer: San Fernando. Office. Roadside. Woman. Stall.
Now that we have these four steps, it’s time to put them into practice. Let’s revisit that
hypothetical question again.

Asker: Hey, where did you buy that tasty-looking salad.

Perfect answer: Jon, I bought this delightful pack of salad at a roadside stall in San Fernando
Junction, when I was on my way to the office this morning.
*Source: https://www.careeraddict.com/top-5-effective-questioning-techniques

Day 3

D. Discussing New Concepts and Practicing New Skills #1

ACTIVITY NO. 1: CLEARING UP
Instructions: Write TRUE if the statement supports the description of the identified
questioning technique or FALSE if not.
______1. A closed question does not expect for a clear response and this defines the name of
the question itself.
______2. A funnel question is very specific that makes the question understandable.
______3. A probing question, as it is its nature, interrogates all the time.
______4. A leading question does not need an answer because the asker may already provide
the concrete response to the question.
______5. A rhetorical question is asked but not for the answer, but for the effect of persuading
someone.

E. Discussing New Concepts and Practicing New Skills #2

ACTIVITY NO. 2: Q & A PORTION

Instructions: Identify the situation that describes the right way to answer questions.

A. Understand what the question is about. C. Identify relevant facts.

B. Recognize what the asker wants to know. D. Organize your answer and say it.

___1. Beth told Lauro to stop giving so much data and asked him to just share the most vital
ones.
___2. Beth asked Lauro to clarify his question so she could focus on what he really wanted to
know.
___3. Beth took a deep breath after thinking about the answer to Lauro’s question. She wanted
him understand what she’d say clearly so she focus well and shaped her thoughts.
___4. Beth focus on important facts and based her answers on them.

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___5. Beth didn’t hear clearly Lauro’s query so she asked him to repeat so she could ponder on
it.

F. Developing Mastery (Leads to Formative assessment)

ACTIVITY NO. 3:
Instructions: Answer the questions about the pointers on questioning techniques and
eliciting answers.
___1. Is this a good example of a rhetorical question? - YES or NO
Q-A: What do you like most about your work?

___2. Identify the answer that fits the question Q-A.

A. I acknowledge the current status of my job situation.
B. I love my job because everyone shares the same vision and is dedicated to the mission.
C. My greatest weakness is that I am a shy and nervous person by nature.
D. Success is what motivates me to do a good job. Knowing the fact that my hard work and
perseverance will help me achieve greater professional success is what keeps me going.

___3. Is this a good example of a funnel question? - YES or NO

Q-B: You didn’t think I could do that, did you?

___4. Identify the answer that fits the question Q-B.

A. Stop boasting what you can do! For all I know, I am better that you!
B. As long as you believe in it and believe in yourself, there is nothing that can stop you.
C. Sorry for belittling your capabilities. Every apology needs to start with two magic words: I
apologize.
D. I've made enough big decisions and done enough scary things in my life that I can tell you that
more thinking will not tell you anything.

5-10. Identify the FIVE (5) logical questions that could keep the conversation going and
light and positive based on the statement in the box.

I like ice cream especially during summer.

A. Why do you like ice cream?

B. What is your favorite ice cream flavor?
C. Why do you like ice cream on summer?
D. Do you want to try my favorite flavor, too?
E. Why don’t you eat ice cream during winter?
F. Seriously? Why do you eat that kind of food?
G. Did you that ice cream makes me really feel happy?
H. Why do you like ice cream if it’s not fitting to your diet?
I. Which is better – ice cream or sorbet? Why? I bet it’s sorbet!
J. Would you like to have ice cream with us when we get back here in the park?

G. Finding Practical Applications of Concepts and Skills in Daily Living

● Questions are a powerful way of:

1. Learning -ask open and close questions, and use probing questions

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2. Relationship building- people generally respond positively if you ask about what they do or
require about their opinions. If you do this in an affirmative way:” Tell me what you like best
about working here” you will help to build and maintain an open dialogue.

3. Managing and coaching: here, rhetorical, and leading questions are useful too. They can
help get people to reflect and to commit to courses of actions that you’ve suggested:
“Wouldn’t it be great to gain some further qualifications?”

4. Avoiding misunderstandings: use probing questions to seek clarification, particularly when

the consequences are significant. And to make sure that you avoid jumping to conclusions.
The ladder of Inference can help you here, too.

5. Defusing a heated situation: You can calm an angry customer or colleague by using funnel
questions to get them into more details about their grievance. This will not only distract them
from their emotions , but will often help you identify a small practical thing that you can
do ,which is often enough to make them feel that they have ‘won’ something, and no longer
need to be angry.

6. Persuading people: no one likes to be lectured, but asking a series of open questions will
help others to embrace the reason behind your point of view: “What do you think about
bringing the sales force in for half a day to have their laptops upgraded?”

*Source: https://www.careeraddict.com/top-5-effective-questioning-techniques

H. Making Generalizations and Abstractions about the Lesson

A student like you would learn a lot better if you know how to ask and utilize the appropriate
questioning techniques. Being able to ask the right questions will make you feel empowered and
confident about your ideas.

Asking questions is not only effective in gathering better information and information exchange,
it can also help you establish effective communication and build stronger relationships.
For example, you can help settle and defuse a fight between your siblings at home or a heated
argument among your friends by using funnel questions that will make them focus on the details
of their arguments and you in turn help them control the situation by helping them talk about
their misunderstanding in details.
By letting them discuss the details, you are giving them chance to cool down their heated
temper. Thus, you’re not only able to defuse a heated situation but you also persuade people to
express how they feel without the feeling of being lectured.
Having the skills on questioning techniques is really empowering not only in academic aspect
but also in personal and social aspects of your life.

Day 4

I. Evaluating Learning
BATTLE GROUND
Test I: Instructions: Write TRUE if the statement supports the description of the identified
questioning technique or FALSE if not.
_____1. Funnel questioning seeks further information.

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_____2. Probing questions are intended to help the presenter think more deeply about the issue
at hand.
_____3. A leading question prompts or encourages the desired answer.

Test II: Instructions: Identify the logical question that could keep the conversation going.
____4. “I just got a new bike for my birthday!”
A. What type of bike is it?
B. When is your birthday? Let’s celebrate it!
C. My I know who gave you the bike so I could also request for one?

____5. “Oh no! I had a bad grade in my English class.”

A. Why did you not get a good grade?
B. Did it satisfy the qualification for your scholarship?
C. Do you think Teacher can still give a second chance?

____6. “Just one more week until vacation with the family!”
A. Why should you get excited?
B. Are your classmates invited?
C. Where are you going for a vacation?

____7. IS this a good example of probing question? A. Yes or B. No

Can you tell me more about that? What eventually happened?

____8. Identify the logical response that fits the question in item no. 7.
A. I am not sure but let me tell you further what I know.
B. I am sure of all what happened next but I won’t tell you!
C. Eventually the rain stopped and the reporter announced that the weather was fine.

____9. Identify the FIVE (5) rhetorical questions among the following given.
A. Is the pope a catholic?
B. Does it look like I care?
C. Should you eat vegetables?
D. How did that idiot get elected?
E. How many are the stars in our flag?
F. Do you want to be a failure for the rest of your life?
*Source: https://www.pinterest.ph/pin/435301120224335484/ (*some of the items)

● Read the Story.

When Blas was eighteen he came home one night very flustered and happy. It was late at
night and Teang and the other children were asleep. Dodong heard Blas’s steps, for he could
not sleep well of nights. He watched Blas undress in the dark and lie down softly. Blas was
restless on his mat and could not sleep. Dodong called him name and asked why he did not
sleep. Blas said he could not sleep.
“You better go to sleep. It is late,” Dodong said.
Blas raised himself on his elbow and muttered something in a low fluttering voice.
Dodong did not answer and tried to sleep.
“Itay …,” Blas called softly.
Dodong stirred and asked him what it was.

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“I am going to marry Tona. She accepted me tonight.”
Dodong lay on the red pillow without moving.
“Itay, you think it over.”
Dodong lay silent.
“I love Tona and… I want her.”
Dodong rose from his mat and told Blas to follow him. They descended to the yard, where
everything was still and quiet. The moonlight was cold and white.

“You want to marry Tona,” Dodong said. He did not want Blas to marry yet. Blas was very
young. The life that would follow marriage would be hard…

“Yes.”

“Must you marry?”

Blas’s voice stilled with resentment. “I will marry Tona.”

Dodong kept silent, hurt.

“You have objections, Itay?” Blas asked acridly.

“Son… n-none…” (But truly, God, I don’t want Blas to marry yet… not yet. I don’t want Blas to
marry yet….)

But he was helpless. He could not do anything. Youth must triumph… now. Love must
triumph… now. Afterwards… it will be life.

As long ago Youth and Love did triumph for Dodong… and then Life.

Dodong looked wistfully at his young son in the moonlight. He felt extremely sad and sorry for
him.

*Source: From “Footnote to Youth” By Jose Garcia Villa, K-12 English LM, pp.

______10. Based on the story, what could be the reason of Blas as to why he did not answer
the exact question of his father which did observe the right way of drawing out responses from
someone?
A. He was still thinking whether he’s going to marry Tona or not.
B. He knew he was not yet on the right age and it was not yet the right time to marry Tona.
C. He was aware that his father would not allow them to marry would the father know his
answer.

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 Day 5

J. Additional Activities for Application or Remediation

ACTIVITY NO. 4: EXTRA CHALLENGE

Instructions: Answer the questions about the pointers on what makes questions
powerful.

1. What kind of questions are useful in “coaching or managing”?

C. closed questions A. probing questions B. rhetorical questions

2-3. How should questions be used to avoid “misunderstanding”? Choose TWO (2) answers.
A. Ask them personal questions. C. Just a lot of questions even non-sense ones.
C. Use follow up questions for clarification. D. Use probing question to explain point further.

4-5. Why is asking series of open questions important in “persuading people”? Choose TWO (2)
answers.

A. It helps in forcing others to believe in your point.

B. It provides other people new ideas and perspective.
C. It will help others embrace the reasons behind your point of view.
D. It helps in deciding whether the issue or topic is reasonable or not.