Learning to Know 119 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 9. Complete the questions with the words in the box. Before they start, ask them if they can use the auxiliary do/does/did with the verb be (no). Learning to Know 119 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 10. Take turns to ask and answer the questions in Activity 7. Write your classmate’s answers here. Monitor and offer praise. Do not correct students’ answers at this point, but do support them with the language they need. Add new language on the board. Time to Shine Put students into groups and ask them if they (or if they know their parents have) have ever completed a questionnaire and what it was about. Allow them to discuss the question and then regroup them so they can share their experiences with others. Put students in groups. Ask students to discuss the question: Which questions in this lesson are examples of open and closed questions? Elicit examples. (Open: Activity 1: 1, 2, 4, 5; Activity 7: 1, 2, 4; Activity 8: 1, 2, 4. Closed: 3 in each previous activity) Product: Questionnaire Organize the class into small groups, read the first instruction aloud, and have them follow the models included in this lesson and the Appendix to write their questions. Monitor while they work to check all their writing. Once you have checked them all, read the second instruction and monitor while they copy them onto cards. This will be your second piece of evidence. 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.
7 Ask each other one question about school.
8 Underline the auxiliaries and the main verbs in the questions. 119 a Where did you go to kindergarten? b Why didn’t you like it? c Wasn’t your teacher friendly? d Who was your teacher? What is the question structure? For information about this theme, go to page 119.
119
9 Complete the questions with the words in the box. 119
is
isn’t
do
don’t
Reader Which questions in this lesson are examples of open and closed questions? (pp. 102-104)
a Where
you go to school?
b Why
you go to a di erent school?
c
the school work di cult?
d Who
your teacher?
10 Take turns to ask and answer the questions in Activity 7.Write your classmate’s answers here.
a b c d
• Have you ever completed a questionnaire? What was it about? Time to Shine!
Step 2 • Work in small groups. Write a list of questions that can be used in a questionnaire. • Copy the questions and answers onto a piece of paper. Self-evaluation (Check the box.) Questionnaire
I can describe the questionnaire in this lesson. Tip: If you can’t, go back to Activities 4 and 8.
89 Unit 9
Achievement Read questionnaires with different question types. Teaching Guideline • Compare position of auxiliaries in relation to tense and affirmative or negative aspect. Development 7. Ask each other one question about school. Put students into pairs. Ask them to think of one school related question to ask each other. After the activity, write them on the board and ask students to identify the correct ones and make corrections to the others in pairs. Differentiated Instruction For this activity you can use the Mini Lesson strategy if you sense that students are not confident enough to identify verbs or auxiliaries. You can explain that main verbs stand alone in sentences: I play soccer, while auxiliaries help main verbs: I can play soccer; I have played soccer. 8. Underline the auxiliaries and the main verbs in the questions. Ask students to work individually and to underline all the verbs in the questions. Ask them to compare their answers before you elicit what they underlined.
Unit 9 • Activity Book p. 89
119
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