Your teacher has EXPLAINED the structure of English (declarative) sentences AND questions in Lessons Two and Seven. I HOPE you UNDERSTAND those two 4区 patterns now. If you DO, then it is time to PRACTICE them. If you DO NOT, then perhaps you will COME to UNDERSTAND them as you PRACTICE with the other students in your group.

Yes, you can LEARN by PRACTICING with other students. If you do not HAVE any confidence about the patterns as you TRY to USE them, first DISCUSS it 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).

Today we will USE Plan A--Speak English, then write English--and Levels 3 and 6 of the list of Conversation Skills--a (declarative) sentence and then two or three questions. Use the Share Function（共有）to WATCH one of the video clips on the webpage for "1-minute Level Checks". The link is at the top of this lesson. WATCH two or three minutes of it together as a group. Then the Group Leader should ASK the group, "What HAPPENED?"

Within one minute someone in the group (anyone), DESCRIBES what they saw ... in a single sentence. (DO NOT WRITE anything yet.)

During the second minute, members of the group (in turn) quickly REPEAT the sentence or CORRECT it (simply by SAYING the corrected sentence out loud in a clear voice). Everyone LISTENS and THINKS carefully about the differences in the sentences that they HEAR. (DO NOT WRITE anything yet.) Continue until you all AGREE on a Final Version of the sentence.

Then the person who said it STARTS to WRITE it [and the card name of the video clip] in the Chat Box of your group meeting on Teams, while everyone REPEATS it in unison. This is the third minute. Be sure to DIVIDE the sentence into 4区, after WRITING it (see examples below).

It should TAKE your group about three minutes to PRODUCE, CORRECT, and PRACTICE the sentence. Someone in your group should KEEP time.

Next, you ASK two or three questions about that sentence in order to FIND OUT more about the story. For each question you should FOLLOW the same 3-minute procedure that is DESCRIBED above (for the sentence). The questions, like the sentence, should also be DIVIDED into 4区 (see the table below).

Questions are a very important part of communication. People who are skillful at THINKING of and ASKING questions MAKE excellent conversation partners.

When a wh- question is ASKED, it can usually be ANSWERED with a noun phrase (and its preposition), rather than a full sentence. In fact, that is more natural. Yes/no questions can usually be ANSWERED ... with a 「yes」 or a 「no」... sometimes FOLLOWED by a pronoun and an auxillary verb（助動詞）.

Some English teachers TELL their students that a conversation is like a game of catch (catchball in Japanese). Unfortunately this GIVES students the idea that they should ASK a question right after GIVING a short answer. That often BREAKS UP the flow of the conversation OR TURNS it into a 発表会 . Instead your converations should be more like baseball than a game of catch. THINK of the questions that people ASK ... as pitches. You are the batter. After you GIVE a short answer (a hit), you must RUN at least to first base (by ADDING more information in full declarative sentences).

But ... why STOP at first base? GO all the way home, if you can ... four CONNECTED sentences. Connected in the same way as the sentences in a smooth, flowing conversation (see Lesson 9). Let's try it NOW. Here is the pitch (a yes/no question): Did Mikoto grab a woman by the arm?