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Better Question Maze 

SUBMITTED BY: Elaine Barnes

 

EDITED BY: まだ

GRAMMAR: Comparative (-er)

EXAMPLE:  I like ramen better than udon.

DATE ADDED: Feb 23, 2010

 

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15-30 min.
 
4 Votes: 4.5-Stars

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BRIEF OUTLINE: Students must ask their friends which food, sport, actitivy, etc. they like better. Each answer creates the route the student will take through the maze and they must follow the arrows through the worksheet until they reach the final goal.

 

MATERIALS NEEDED:

 

DETAILED EXPLANATION:

  1. After distributing the worksheet, point out where the start/goal boxes are. Also, point out that each box has two arrows pointing away from it to two different words. These words are the options for the target question and answer.
  2. Show the students that from the start box, there are two options: apples and bananas. Since the students are all warmed up from Criss-Cross or Bomber Man, it works well to do a demonstration with a few students to show how with each answer they get they will follow the arrows to a new point in the maze. Tell the students they must reach the goal.
  3. Be sure to emphasis the students should talk to many other students. You may want to make a rule that they can only talk to a student one time.
  4. Let the students begin and take the time to let them practice with you, too.

 

VARIATIONS:

  • Since the handout is an Excel file, there is no reason why you can`t update the choices to be more specific to the likes/dislikes of your class or age group.
  • The format of this activity also works well for "Yes/No" response questions but you will have to designate a `Yes` answer and `No` answer on the worksheet beforehand.

 

TEACHING SUGGESTIONS:

  • As mentioned in the explanation, this activity worked really well after playing Criss-Cross or Bomber Man using the target format: "Which do you like better, A or B?" Playing these warmup games before doing this activity gives you a chance to setup the target question format and allow students to hear the format many times. I used examples from the handout so students would understand the worksheet better when we finally got to it.
  • Some classes finished this activity extremely fast, while others really enjoyed it and took a longer time. If you find the class is starting to finish up you could have each student write their own question using the target format. When they finish they should come and ask you the question. If you still have more time, have the students use those questions to do telephone-like race. If you're hazy on a telephone race, you can get the idea by reading Time Pop!

 

TIPS/CAUTIONS:

  • Students should not work in pairs. They will complete the puzzle too quickly.

 

If you have an updated worksheet, email it to the site: admin (at) epedia (dot) onmicrosoft (dot) com

 

Template Version: 2.0

 

This page was last modified on Monday, February 27, 2012 09:11:59 PM