6. For homework, look for sources to answer the questions.
4 Decide which the purpose of the following sentences is and match the columns.
Read the instruction aloud. Ask students to recall the sources they learned in Unit 3 (dictionaries, books, reliable online articles). Explain they can use any of these sources to find information to answer their questions. Finally, ask the question in the Time to Shine! box and elicit the answer from different students. Encourage them to use a bilingual dictionary to find the names of the animals in English. Ask students the meaning of “embarrassed” (nervous, uncomfortable). Mention that we feel embarrassed especially when we know that somebody is watching us. Ask how many people were watching the show (20 million, including his friends). Finally, ask the class if they have ever felt embarrassed.
b c a
makes a reRuest eYpresses surprise makes a statement
a 5heZ are organi[ed in colonies b 1lease listen and feel free to ask c #ees are ama[ing animals
5 Ask questions about your favorite animals. .Z faWorite animals are koalas (Possible answers)
Where do they live? What do they eat?
a b c d
Why do they hug trees? How are they organized?
6 For homework, look for sources to answer the questions.
š What wild animals live near your town? Time to Shine!
Reader Why didn’t Ismael want to feel ePEarrassed on the shoZ? (pp. -)
Step 2 • Write three Ruestions using Wh- Ruestion words aCout the animal Zou chose in the preWious step • 'or homework look for teYts with information aCout the animal Zou chose Self-evaluation Questionnaire to Obtain Information
Product: Questionnaire to Obtain Information
3eŰect upon the following Ruestions • $ould I ask Ruestions to oCtain information?
As you may recall, in this unit students will create a questionnaire to obtain information about different aspects of an animal. In this lesson, they will write three open questions to share their doubts about the animal they chose. Read the first instruction aloud and suggest that they take questions from Activity 2 as a model. Monitor to check their work. This activity will be your second evidence in this unit; ask students to file it following the procedure you prefer. Read the second instruction aloud to assign the homework. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. How can I clarify my doubts about a topic of my interest? Ask the question again and encourage students to answer by recalling how the kids from the conversation in Activity 2 used Wh- questions to express their doubts. Differentiated Instruction Activity 6: Use the Three-minute Pause Strategy to give students some time to recall how they practiced their research skills in Unit 3. Then, invite them to share the strategies they used during that time.
• Which preWious knowledge did I practice? What can I do to improWe?
59 Unit 6
Achievement
Ask questions to obtain information.
Teaching Guidelines • Compare questions with other types of sentences. • Ask questions about aspects of a topic based on a model. Development 4. Decide which the purpose of the following sentences is and match the columns. To have students compare questions with other types of sentences, organize the class into pairs and have them identify the three sentences in Activity 2. Then, give them some time to decide the purpose of each one so they may match the columns. Finally, ask: What is the function of questions? (to ask for unknown information). 5. Ask questions about your favorite animals. Have pairs agree on an animal (different from the one they chose for their product). Tell them to go back to Activity 2 on page 58 to check the structure of the questions. Have students take them as a model to ask similar questions about aspects of the animal they chose. Monitor walking around to check.
Unit 6
T59
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