possible answer for each one. Check by drawing the chart on the board and asking volunteers to write the answers.
5 Work with your partner to listen and write the questions. 20
Where do koalas live? Are they marsupials? Why do they hug trees? How are they organized?
a b c d e f
Elicit from the class the meaning of “dilemma” (when it is very difficult to decide what to do,
Do they sleep a lot? Do they eat meat?
because all the choices seem equally good or equally bad). Then, have them explain Ismael’s dilemma (he won the money he needed, but he could win much more or lose it all). Ask the class what option they would choose.
6 Classify the questions in the chart.
Open Questions
Closed Questions
Are they marsupials? Do they sleep a lot? Do they eat meat?
Where do koalas live? Why do they hug trees? How are they organized?
Product: Questionnaire to Obtain Information
Reader What was Ismael’s dilePPa? (pp. 1-3)
As you may recall, in this unit students will create a questionnaire to obtain information about different aspects of an animal. In this lesson, students will use the information from the texts they brought to write three closed questions. Read the first instruction aloud and give teams some time to write their questions. Suggest that they use the examples provided in the Appendix as a guide. This activity will be your third evidence in this unit; ask students to file it following the procedure you prefer. 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 would you ask a question in which you only need a “yes or a “no” as an answer? Ask students the question and this time tell them to share examples in English.
Step 3
• Write three closed Ruestions using information from the teYts Zou Crought Self-evaluation 3eŰect upon the following Ruestions • $ould I ask different tZpes of Ruestions to oCtain speciůc information? Questionnaire to Obtain Information
• Was it easZ for me to do it? WhZ or whZ not?
What can I do to improWe?
61 Unit 6
Achievement
Ask questions to obtain information.
Teaching Guideline
Classify types of questions.
Development 5. Work with your partner to listen and write the questions. 20 Organize the class into pairs and ask them to describe the picture. Read instructions aloud and play Track 20 for them to get familiarized with the words; encourage them to repeat the ones they recall and write them on the board (e.g.: koalas, marsupials, hug, organized, sleep, meat). Then, play the track again pausing after each sentence is said to give them time to write the questions. Check by asking volunteers to write the questions on the board. 6. Classify the questions in the chart. Draw students’ attention to the chart’s headings and explain that open questions usually encourage people to give more information, while closed questions have short answers like “yes” or “no.” Give pairs some time to classify the questions from the previous activity according to their type considering the
Unit 6
T61
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