Chapter 14: o ther Structures that look like questions

1. Chapter 14: other Structures that look like questions Ashley, Halee, & Mallory

2. Introduction… There are 4 structures that look like questions but function differently from the wh-questions and yes/no questions previously mentioned. • Tag Questions • Alternative Questions • Exclamatory Questions • Rhetorical Questions

3. Introduction… Tag Questions What: statement with a short question tagged to the end Why Problematic: statements are typically affirmative while the tag is negative Examples: You are paying attention, aren’t you? You aren’t paying attention, are you?

4. Introduction… Alternative Questions What: a question that has two choices within itself Why Problematic: ELLs do not know how to respond correctly to the question (often respond with yes or no rather than making a choice) Example: Would you like to go shopping or to grammar class?

5. Introduction… Exclamatory Questions What: an exclamation Why Problematic: starts with question word (wasn’t, isn’t, what…) but is not really a question Examples: Isn’t that great! What a huge diamond!

6. Introduction… Rhetorical Questions What: a phrase that is used to imply something without wanting a response Why Problematic: the speaker does not want information; ELL is not sure how to respond Examples: Just because you don’t understand the rules of grammar, is that any reason to give up?

7. Objectives… Students will be able to identify the 4 structures that look like questions Students will sort the 4 types of “other structures” that look like questions.

8. Incorporating the 3 Dimensions of Grammar • Form: Within these structures, some of the words appear to be question words. However, these structures are not necessarily seeking information. • Meaning: The meaning of these structures is reflected in their form. Listeners need to be instructed on what a speaker is implying and the appropriate way in which to respond. • Use: These structures are often used to get the listener “thinking” about a subject. Occasionally, the speaker is attempting to elicit a response.

9. Main Teaching… Suggestions for teaching this grammar category • Explicitly teach • Clarify speaker’s intention • Practice appropriate responses

10. Specific Teaching Suggestions… • Form: -Sort questions into Graphic Organizer. • Meaning: -Practice intonation to distinguish between different types of questions. • Use: -Use Conversation Starters to have students practice interactive dialogue (responding to these structures).

11. Interactive Activity • “Structures that Look Like Questions” Sort • Geared toward EESL 615 class (could be used with middle-high schoolers as well) • Incorporates student practice with “three dimensions of grammar”: form, meaning, and use • Directions: • Pass out grid and structure samples to students • Model activity and explain directions • Have students work in partners to complete activity • Refer to “The Grammar Book” pages 260-266 for individual/classroom support

12. Conclusion…… Significant Aspects… ELLs need to be introduced to these question-like structures in order to know how to correctly respond and not have communication breakdowns.

13. Conclusion…… What We Learned… We had never realized these structures were not really questions. They fooled us too! We can see that explicit teaching is imperative for ELLs.

14. Conclusion…… Usefulness… Teachers can refer back to the Grammar Book to clarify these types of structures for themselves and better support their students.

15. Resource Resource: Celce-Murcia, M. , & Larsen-Freeman, D. (1999). The Grammar Book: an ESL/EFL Teacher’s Course (2nd Edition). Boston: Heinle &Heinle.