Lesson
volunteers to write the missing words on the board or spell the words out loud while you write them on the board. Then ask students to work in pairs to tell each other how they feel about each question and if there are questions they don’t want to answer. Differentiated Instruction For this activity you can use the Choral Response strategy to encourage more participation and to be able to assess the group’s responses overall. 2. Listen again. Answer the questions. 31 Play track 31 and let students decide if the intonation goes up or down. To check answers, ask students to show you with hand gestures if the intonation rises or falls. Learning to Learn 119 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 3. Practice saying the questions with similar intonation and stress. Group students into pairs and ask them to practice reading the questions with the stress and intonation they have marked in their books. Monitor and offer praise and corrections where necessary. 4. Read to find out what function each question is used for. You could ask students to read the sentences and explain that these are the functions the questions have. If possible, ask them to give another examples for obtaining information, ask for opinions and reasons. Check students understanding. Here you could ask students questions orally in turns or in a game. Throw a ball to a student to ask a question, then this student throws the ball to a partner to answer it. This could be a more dynamic activity for them. 5. Find and circle the words in the questionnaire. Choose the best way to complete the sentences. Ask the whole class to read the sentences together. Then write live and park twice on the board. Explain that live and park have two pronunciations and meanings: I live in the city . I like live music. I play in the park. My mom parked the car . 6. Ask and answer the questions in Activity 1. Put students into groups and ask them to take turns to read and answer the questions. Monitor and focus on pronunciation feedback, especially intonation and sentence stress.
Lesson
1 Listen and complete the questions.Tell each other if there are questions you don’t want to answer. 30 110
1 2 3
you live?
your post code ?
you like where you live?
4 Why
you like it?
5
would you like to see most in
your neighborhood? a a park c bicycles to borrow
b a swimming pool
How can intonation be in questions? For information about this topic, go to page 119. 119
d a library
2 Listen again.Answer the questions. 31
119
a Does the intonation of questions go up or down? b Where are the beats in each question? Circle the stressed words. 3 Practice saying the questions with similar intonation and stress. 4 Read to find out what function each question is used for.
Question 1: to obtain general information Question 2: to obtain more speci c information
Question 3: to ask for opinions Question 4: to ask for reasons Question 5: to give di erent opinions
5 Find and circle the words in the questionnaire. Choose the best way to complete the sentences.
a Live sounds / doesn’t sound like dive. b Park means / doesn’t mean to stop a car.
6 Ask and answer the questions in Activity 1.
88
Achievement Read questionnaires with different question types. Teaching Guidelines • Categorize questions according to function (obtain precise information, propose alternatives, evaluate understanding, ask for opinions, etc.). • Practice intonation and rhythm of questions and parts of questions. • Use strategies to distinguish between different meanings of words that are written the same (lives, record, etc.). Development What information should you not give? Ask students if there is any information about themselves that they shouldn’t share with strangers or other people. Talk about how it is important not to share your name, telephone number, or address with adults or other children unless they have their parents’ permission and there is a good reason for doing so. This is especially important online. 1. Listen and complete the questions. Tell each other if there are questions you don’t want to answer. 30 110 Ask students to first read the questions and work in pairs to guess the missing words. Then play track 30 and ask students to write the words in the gaps. Ask
118 Unit 9 • Activity Book p. 88
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