Wondering Out Loud

Overview

Curriculum Area: Learning Languages
Subject: English for Speakers of Other Languages (ESOL)
Year Level: Year 8
Curriculum Alignment:
Aligned with the New Zealand Curriculum - Learning Languages | Level 1 of the English Language Learning Progressions (ELLP)

Lesson Duration: 45 minutes
Class Size: 10 students
Theme: Indirect Questions – Using curiosity in real-world situations
Language Focus: Grammatical structures around indirect questions (e.g., “Can you tell me where she is?”, “Do you know what time it starts?”)

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Learning Intentions

By the end of this lesson, ākonga (students) will be able to:

• Distinguish between direct and indirect questions.
• Use indirect questions in everyday English conversations with increased fluency.
• Show awareness of polite forms of questioning appropriate for verbal and written interaction.

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Success Criteria

Students will:

• Form at least three indirect questions correctly on their own.
• Demonstrate understanding through active participation in a role-play scenario.
• Reflect on the difference in tone between direct and indirect forms.

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Key Competencies

• Thinking – noticing differences in grammatical form and purpose
• Using Language, Symbols and Texts – recognising and constructing indirect language forms
• Relating to Others – using polite questioning in pair tasks
• Participating and Contributing – taking turns and giving feedback in group activities

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Materials Needed

• Whiteboard and markers
• Small slips of paper with direct questions
• Printable ‘Question Shuffle’ cards
• Sticky notes
• Timer
• Vocabulary word bank (prepared with some unknown question words learners might meet)
• A ball (soft, tossable) for a final warm-down game

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Lesson Breakdown (45 Minutes)

⏱ 0–5 min – Mihi / Warm Welcome and Learning Intention

• Begin with a short greeting (mihi), building inclusive classroom tikanga.
• Share today’s learning intention on the board.
• Quick "Yes or No" Brain Buzz: Ask students a few direct questions rapidly to activate prior knowledge (e.g., "Are you 12?", "Did you eat breakfast?").

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⏱ 5–15 min – Explicit Teaching: Indirect vs Direct

• On board: Write pairs of questions:
  • “Where is the library?” → “Do you know where the library is?”
  • “What does she want?” → “Can you tell me what she wants?”
• Highlight word order changes and how helping verbs are used (Do/Can/Is → shifted into main clause).
• Quick co-construction: ask for student help to transform 2–3 more examples on the board.

🧠 Tip: Use a kōrero box to collect any unfamiliar words or questions for review later.

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⏱ 15–25 min – Interactive Activity – "Question Shuffle" 🎲

• Each student gets a card with a direct question.
• Task: Walk around the room and:
  1. Ask a classmate their question as a direct question.
  2. Then try to rephrase it as an indirect question.
  3. Swap cards after each successful transformation.
• Teacher circulates and scaffolds individual learners.

🎯 Goal: Each student transforms at least three questions during the activity.

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⏱ 25–35 min – Role-Play Circle – “Ki te Taone!” (To the Town!)

• Set Up: Imagine we're all at a town information centre. Students pretend to be either tourists or locals.
• In pairs, students will:
  • Use indirect questions to ask for info about time, directions, cultural spots, etc.
  • Example: “Can you tell me how to get to the museum?”, “Do you know when the bus leaves?”
• Provide prompts for less confident ākonga, such as picture cues or sentence starters on sticky notes.

📎 Differentiation: For higher proficiency students, challenge them to extend the conversation with a follow-up indirect question.

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⏱ 35–40 min – Wrap-Up Game – “Pass the Question Ball” 🏐

• Students stand in a circle. Toss the ball randomly.
• The catcher is given a direct question (verbally or on sticky note).
• They must transform it into an indirect one before tossing the ball again.

✅ Keep it light, fast-paced, and confidence-focused.

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⏱ 40–45 min – Reflect and Connect

• Students write one indirect question they learned today on a sticky note and post it on the “Wonder Wall”.
• Quick pair share: “How do indirect questions sound different from direct ones?”
• Revisit learning intention and success criteria as a group discussion.
• Remind students it's okay to make ‘mistakes’—this lesson focused on noticing language in use and practising with curiosity.

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Extension Options (Optional Homework or Catch-up)

• Students interview a whānau member using indirect questions (e.g., “Can you tell me what your job is?”)
• Use a brief journal prompt: “Write about a moment when you needed to ask something politely. Use at least two indirect questions.”

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Assessment for Learning (AfL)

• Informal observation during group activities and role-play
• Exit sticky note on the Wonder Wall as quick evidence of learning
• Optional: teacher records audio snippets of group work to track language progression

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Teacher Reflection

• What challenges did students face with changing the word order?
• Who needs more support with auxiliary verbs?
• Did the game-based learning format increase participation and language risk-taking?

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Final Thought 💬

This lesson connects directly with learners' real-world needs—communicating with respect and curiosity. Indirect questions offer a practical and empowering way for ESOL learners to participate more fully in everyday English conversations, while still nurturing their voice and identity in our Aotearoa classrooms.

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He taura whiri kotahi mai anō te kopunga tai no i te pu au – from the source to the mouth of the sea, all things are joined together.