Lesson
1. Look at the pictures. What do you think the text is about? Read the information and write a title together. Put the class into pairs. Ask them to first guess what it’s about by just looking at the pictures, and then to read the text individually and discuss the topic. Ask students to work together and come up with an idea for a title. Monitor and provide language needed. Then ask students to share their ideas and write them on the board. Combine ideas to come up with a title using everyone’s ideas. Then give students the option to use their original title or the new one created by the whole class. Differentiated Instruction For this activity you can use the Individual Feedback strategy while you are monitoring to help struggling students come up with a title. If necessary, suggest key words that can be used or simply questions to guide them; e.g.: What activities does the text talk about? 2. How do you think the information was obtained?
How Can You Find Things Out About Others?
Academic and Educational Environment
1 Look at the pictures.What do you think the text is about? Read the information and write a title together.
Social Practice of the Language To register information about a topic to create a questionnaire. Achievements • Explore questionnaires with dierent question types. •Read questionnaires with dierent question types. •Look for and interpret documentary information about a topic. •Write questions about a topic. Product: Questionnaire
In a normal day, a child spends up to three hours on their computer, cell phone, or tablet. Only 6% use a computer for homework. Television is still very popular. 6 out of 10 children under eight watch more than one hour of television every day.
2 How do you think the information was obtained?
3 Take turns to read and answer the questions. a How much television do you watch? i more than one hour a day
ii less than one hour a day
iii not every day
b How o en do you use a computer to do homework? i more than one hour a day
ii less than one hour a day
iii not every day
c How do you use the Internet to do your homework?
d How o en do you use a computer to do other things? i more than one hour a day ii less than one hour a day
c not every day
e Check the things you own. Write how many there are in your house. cell phone tablet laptop television
Allow students to continue working in pairs and to discuss the question. Then ask students how information like that in the text is obtained.
f Do you have Internet at home? Yes / No
86 Lesson 1
3. Take turns to read and answer the questions. Ask students to work in different pairs. Ask them to first complete the questionnaire individually, and then to take turns to ask their partner the questions and to answer the questions. Monitor and offer pronunciation corrections. If there are errors that occur repeatedly, stop and ask the whole class to repeat the words or phrases. If you have time, you can ask the whole class to raise their hands to show which answers they picked or ask them to run to a different class wall according to the answers. You can then record the number of responses for each option and to draw a pie chart of the class’ answers on the board or ask students to draw their own pie charts in their notebooks.
Achievement Explore questionnaires with different question types. Teaching Guidelines • Anticipate topic, using contextual clues (type and section of publication, etc.). • Compare questionnaire structures (title, slogans, sequence of questions, etc.). • Link purpose of questionnaire to audience. Development How can you find things out about others? Write on the board: How can you find things out about others? Divide the class into small groups and ask them to discuss the question. Elicit some responses from different groups. Then ask students how you can find things out about hundreds or thousands of people. If the concept of a questionnaire or survey does not come up, explain what a questionnaire is. You can do an example with the class; e.g.: Raise your hand if you’re a boy. Raise your hand if you’re a girl. Then you can draw a pie chart on the board with the information.
Unit 9 • Activity Book p. 86
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