When teaching English, classroom interaction is a key element in order to develop students' language abilitites. In order to promote this interaction teachers have to use questions all the time for different purposes. The use of questions happen through all the different instances of an English lesson because they allow the teacher to elicit information that can help identify students' needs, opinions, levels of achievement, preferences, and so on. How can teachers be sure that the questions they ask are of real value for their students?
Penny Ur (2012), in her book "A course in English Language Teaching," presents a simple checklist that can easily guide treachers in the construction and discrimination of the type of questions they ask, This classlist can refine the questions used to promote interaction in the classroom and at the same time maximize students' responses and demands on their practice of English. The following chart shows the checklist:
Adapted from Penny Ur (2012) "A course in English Language Teaching"
Let's analize how the next two quetions adjust to the checklist:
It is clear that having a amore defined criteria as the one presented by Ur can help teacher make better decissions on the questions they ask and refine their questions when planning lesson.