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Question Patterns
(Week Seven)

http:// www.agu.ac.jp / ~vicks62 / jeffreyb / oral / Aweek7. html

This is a lesson for Blair's Oral English class at Aichi Gakuin University on:
Monday for the Jr. College Dept. on the Kusumoto Campus

1-minute Level Checks and Pattern Practice
Target Sentences and Review

English listening and background.

[Eng to Jpn] translate [Jpn to Eng]



(( same as Week 6, but students use smartphones to watch video clips, ((groups use smartphones to watch randomly selected video clip from Shodo Girls
 

English Questions: 3 Patterns

When a conversation STALLS and LOOKS like it might STOP, the best way to SAVE it is to THINK of interesting questions. Questions are easy to think of, because they START with question words, and there are NOT many of those: who, what, which, when, where, how, and why. Or you might want to TRY ASKING a yes/no question. The questions, of course, should be CONNECTED to the topics of conversation that have already COME UP.

The big difference between most English questions(疑問文)and declarative sentences(平常文)is the position of the subject (S=主語の名詞句), verb (V=動詞), and auxiliary verb (m=助動詞). There are three patterns to REMEMBER (and, of course, to practice). The General Pattern (see the 4区 table below) PLACES the subject between an auxiliary verb and the verb (m-S-V). The subject (S) MOVES to the verb's slot(V 区). This ALLOWS the S 区 to BECOME the Wh- 区 . For a yes/no question(疑問詞無し)we will LEAVE the Wh- 区 completely empty.

4区英の疑問文: The General Pattern
Wh- 区 m-S-V 区 O/C 区 +A 区
Whodid Debbie bring  to the temple
for shodo practice?
Whatdid Debbie and
the priest talk
 about?
Which of the
writing brushes
did Yashiro
hand
 to Toko?
Whendid the five students apologize  to Mr. Yashiro?
Wheredid Debbie look to find hopefor Japanese education?
Howdid Misato feel  about Michiru?
Whydid Mr. Yashiro
take
the chicken feather brushaway from Shinko?
 Does Shinko like croquettes? 

Verbs (V) in the progressive and perfect tenses (technically CALLED "aspect") and passive verbs USE the auxiliary verbs (m) Be, Have, and Be respectively. The subject MOVES to a position between them (m and V). If there are two or more auxilliary verbs, the subject only MOVES past the first one.

The simple past and present tenses do NOT HAVE an auxilliary verb in declarative sentences, so the auxillary verb Do(「does」, 「do」, and 「did」)is INSERTED into question sentences in these tenses. Almost all of the examples above USE auxilliary Do.

NOTICE that the past tense, present tense -s, and words of negation are all ATTACHED to the (first) auxilliary verb, NOT the verb. The verb is always in dictionary form(原形).

The BE verb is a special verb (sometimes CALLED a "copula") and HAS a special pattern for questions. It FOLLOWS the Gerneral Pattern when USED with an auxilliary verb, but NOT for simple present or past tense (see the examples in the 4区 table below). The Do auxillary verb is NOT INSERTED. Instead the subject MOVES past the verb itself (V-S).

4区英の疑問文: Special Pattern for BE 動詞
Wh- 区 V-S 区 O/C 区 +A 区
Who is Hanako's sister?  
What color is Hanako's backpack?  
Which floor is Hanako's apartment, on __, 1st or 2nd?
When was Kobayashiunhappy? 
Where was the gorilla at Ueno Zoo?
How was the nabe party?  
Why was Hanakoso surprised...
...to seeYamadain her apartment?
 Is theresome kind
of philosophy
behind
the Happy Cult?

There is one more special pattern (see the 4区 table below) that occurs when the question word is the subject, because then the subject does NOT MOVE at all ... it BECOMES the question word (wh/s) and the S 区 BECOMES the Wh- 区. There is no reason for the verb to CHANGE. The simple present and past tenses do NOT NEED auxilliary verb support. The Subject Question Pattern (Wh/s) TRUMPS both the General Pattern and the BE Verb Pattern. (It RULES and they DROOL.)

Questions that BEGIN with 「when」,「where」, and「why」are questions about the +A part of the sentence. I can't THINK of any exceptions ... can you? This pattern, therefore, is RESERVED for「who」,「whose」,「what」,「which」, and sometimes「how」questions. There are, of course, NO yes/no questions(疑問詞が無い)in this pattern. The question word IS the subject. Without it there would be NO subject, and sentences(命令文以外)MUST HAVE a subject.

4区英の疑問文: Special Pattern for 主語の疑問詞
Wh- 区 V 区 O/C 区 +A 区
Who wanted Shinko's calligraphy? 
What allowed Japan...
...to rebuildits economyafter World War II?
Which kind of guitar is used  for rock music,
electric or acoustic?
How many students attended the Shodo Club's training camp? 

When you PRACTICE ASKING questions, you should TRY to USE a variety of question words and a variety of verbs. There is also some variety in the way that some of the questions words can be USED:

what」can be USED (a) as a noun or (b) as an adjective.
how」can be USED to MEAN 「どうやって、...?」,「どうでした?」
or (with adjectives) to MEAN「どれ程 ...?」or「幾つ?」.

ASKING yourself questions is Step 4 of Haruna's program to PRACTICE SPEAKING English. You can DO this while REVIEWING a video. ASK yourself questions about it ... we CALL that thinking deeply. Education is SUPPOSED to TRAIN you to THINK deeply. You GET both intellectual stimulation and English practice together ... and it can be fun.

Thought Questions

Here are some of the Conversation Starters that CAME UP during last week's discussions of Shodo Girls [black 6]. What Thought Questions could be USED to FIND connected sentences with new, interesting, more detailed information? Let's REPEAT each one and TRY to THINK of questions to EXTEND the conversation.

Some Conversation Starters
from Shodo Girls [Black 6]
S 区 V 区 O/C 区 +A 区
The Shodo Clubpracticedshodoat a temple.
Misatomentionedthat ... 
... Yashirolikesrock'n'roll music. 
Some peoplewere examining several works
of calligraphy
in a tatami room.
One piece
of calligraphy
seemedsad,but also ...
...evokeda feeling of warmth. 
Shinkoisa sensitive person. 
Many peoplewere writing  with brushes
and Indian ink.
Debbieaskedthe temple priestwhy ...
... Japanese studentshaveno personality. 
Japanese studentsact like copy robots.
The priestexplained the post-war history
of Japanese education
to Debbie.
Michiruagreed
and added
that ... 
... Japanis lagging far behind.
The Shodo Club girlswent outside
on the veranda.
The club's
faculty advisor
toldthem...
...to writetheir favorite words. 
Shinkowrotekorokkein katakana.
Some peoplepraisedShinko's shodo. 

GO to your channels on Teams. One person will OPEN a new meeting. The others will JOIN that meeting. Then WRITE your first message: Your group's name ... and ... Week 6.

CHOOSE your Leader. Then WRITE your second message: the Leader's name.

Finally WRITE the plan in two messages:
(third message) Plan A: 3-Minute Routine and
(fourth message) Thought Questions (Level 6).

Only one person will WRITE each Conversation Starter, but everyone in the group should (a) WRITE their own Thought Question and (b) DIVIDE it into 4区.


During the Group Work Leaders should MAKE SURE that all students that are online KEEP their microphones ON (so that they can SPEAK) AND their cameras ON (so that they can SEE each other).

会議 Chat
 
Group X2 Week 7
Leader: Hanako
Plan A: 3-Minute Routine
Thought Questions (Level 6)
 
((鈴)): Shodo ... [black 6]
about 27-32 min
((山)): The Shodo Club practiced ...
((高)): Who // lives // there?
Now LET's GO to your channels on Teams to ENJOY some English practice in your discussion groups.
You NEED to CHOOSE a leader.

At the top of your report WRITE
(message #1) your group's name, "Week 7",
(message #2) the leader's name,
(message #3) Plan A: 3-Minute Routine, and
(message #4) Thought Questions (Level 6).

Follow the 3-Minute Routine explained in Lesson 1 for each sentence (and question, perhaps). The sentences should be about scenes from Someplace in This Universe and/or Shodo Girls.

If you HAVE any questions about what you are supposed to be DOING, first DISCUSS the problem with your group, then ... if you are still in doubt, DO what you or your group THINK is right, (RAISE your hand if you're in the classroom) and SHOW it to the teacher (the PDS Cycle).

((Teams Recording OFF))
((confirm online attendance
with camera/microphone functions))


Last updated May 27, 2024
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These lessons are DESIGNED to HELP Japanese students
to LEARN to SPEAK English as a foreign language. They could
be REVERSE ENGINEERED to help English speakers learn to
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