7. Match the questions and descriptions of answers. Underlined the question words in Activity 6 that helped you to find the answers. Ask volunteers to answer the questions in Activity 6. Write their answers on the board; e.g.: 1. Three, 2. No, 3. Every day, etc. Then ask students to work in pairs and underline the question words in Activity 6 that also tell us what kind of answer will follow. Finally, let students look at the examples of answers provided and match them with the descriptions. 8. Which topic in Activity 6 do you want to find out about? What kind of questions would you ask? Make notes below. Combine two pairs to form groups of four students. Ask them what they want to find out and to think about the kinds of questions they could ask. Tell them they don’t need to write complete questions, only key words of the main ideas they would include. Differentiated Instruction For this activity you can use the Groups Based on Goals strategy to group students with similar abilities together, so that each group can make notes based on their skills and with different outcomes. Learning to Do 119 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. Ask students to work in pairs and discuss how a mind map would be useful to plan a questionnaire for a topic from the first lesson. Product: Questionnaire In this lesson, ask students to write down five words or expressions that they might use in a questionnaire. Monitor and check (make sure the words are relevant to questionnaires or questions) and then ask them to copy their expressions onto strips of paper. This will be your first piece of evidence. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
4 Who was this questionnaire written for?
adults
small children
students
5 Work together and say what questionnaires can be used for.
6 Match the questions and the topics for questionnaires.
a Culture
b Health
c Social activities
d Pets
e News
1 How many dogs do you have? 2 Do you read about what is happening in the world?
3 How o en do you see friends? 4 Write the name of ve countries. 5 What do you like about your body?
Did you know that to write suitable questions, you have to ask yourself what kind of information is needed? For information about this theme, go to page 119. 119
7 Match the questions and descriptions of answers. Underline the question words in Activity 6 that helped you to find the answers.
a An opinion or explanation b Five words c Number d Frequency e Yes/No
Reader How could you use a mind map with a topic from this lesson? (pp. 99-101)
8 Which topic in Activity 6 do you want to find out about? What kind of questions would you ask? Make notes below. 119
Step 1 • Write down ve words or phrases from this lesson that you can use when writing a questionnaire. • Copy each word or phrase on strips of paper. Self-evaluation (Answer the question.) • What di erent question types can be included in questionnaires? Questionnaire
Tip: If you think this question is too difficult, go back to Activities 3, 4, 6, and 7.
87
Achievement Explore questionnaires with different question types. Teaching Guideline • Classify questions according to form and topics. Development 4. Who was this questionnaire written for? Ask the whole class who they think the questionnaire was written for and how they know. 5. Work together and say what questionnaires can be used for. Allow students to work in the same pairs and discuss the question. Ask them to regroup and compare their answers with another pair. Ask students what this questionnaire was used for (collect information about people’s experiences, habits, or situations). 6. Match the questions and the topics for questionnaires. Put students into pairs. Ask students to read the questions and circle the key words (e.g.: dogs, read, world, see friends, five countries, like body). Then ask students to look at the key words and match them with the headings. Monitor and reinforce the strategy of matching key words (e.g.: In this question, what is the most important word? Dogs? Which topic is related to dogs? ) Then ask pairs to compare their answers before you nominate someone to say an answer.
Unit 9 • Activity Book p. 87
117
Made with FlippingBook - Online magazine maker