學生卡住答不出來嗎? 多問一句立刻解套! 前導問句

學生卡住答不出來嗎? 多問一句立刻解套! 

如何利用"前導問句"引導學生?

前導問句

學生造問句的時候卡住了怎麼辦?

我們用初級必學的疑問詞「多久」為例子。

通常老師都先會提供範例，然後請學生造句:

1. 一堂中文課多久?

2. 看一場電影要多久?

3. 做一頓飯要多久?

4. __________要多久?(請學生造問句問其他同學)

 

如果學生卡住了，不知道該怎麼用這個疑問詞問其他同學什麼問題，老師該如何引導呢?

分析問題

卡住的原因是什麼?

這樣的情況通常是訊息不夠，因為學生不知道其他同學常做什麼活動，範圍太廣，這時候可以幫學生設計一個前導問題，縮小問題範圍，讓學生得到一些訊息後，再詢問這個問題。

比方說:

1. 下班後你常做什麼活動? 做這個活動需要多久的時間?

2. 週末你常做什麼活動? 做這個活動需要多久的時間?

3. 你常跟客戶一起做什麼? 做這件事需要多久的時間?

4. 睡覺以前你常做什麼? 做這件事需要多久的時間?

語法都是從語言規律中的一個擷取出來的現象歸納而成的，從上下文中擷取出來，獨立存在。因此進行語法教學的時候盡可能提供情境，讓學生更容易進入語境中提問或是回答。透過時間和人物的不同，不只是練習疑問句，同時也跟他人交換有意義的訊息，讓問答更接近真實。

除了以上提供的這四個前導提問以外，老師們還有沒有更多的前導提問來引導「多久」這個問句呢?請在下方留言喔!

 

#提問力讓你的教學更有力

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How to Handle Students Getting Stuck on Forming Questions?

Let's take the basic interrogative word "多久" (how long) as an example.

Usually, teachers provide examples and then ask students to create sentences: 

1. 一堂中文課多久？(How long is a Chinese class?)

2. 看一場電影要多久？(How long does it take to watch a movie?)

3. 做一頓飯要多久？(How long does it take to prepare a meal?)

4. __________要多久？(Please ask your classmates a question using this interrogative word.)

If a student gets stuck and doesn't know how to use this question word to ask their classmates a question, how should the teacher guide them?

Analyzing the Issue

What could be the reason for getting stuck?

Usually, the issue arises due to insufficient information. Students might not know what activities their classmates typically engage in, which leads to a broad scope of questions. In this situation, teachers can help students by providing a guiding question to narrow down the scope before asking the main question.

For example:

1. What activities do you usually do after work? How long does this activity take?

2. What activities do you typically do on weekends? How long does this activity take? 

3. What do you usually do with your family? How long does this activity take? 

4. What do you usually do before going to bed? How long does this activity take?

Grammar is derived from patterns observed in language, so when teaching grammar, it is essential to provide contextual situations to make it easier for students to formulate questions or responses. By involving different time frames and individuals, students not only practice forming questions but also exchange meaningful information, making the Q&A more realistic.

Apart from the four guiding questions provided above, do you have any other guiding questions to lead students in using the question word "多久"? Please leave your comments below!