communication. You can ask them how healthy they feel after completing the questionnaire. 7. Which of the topics would you choose for a questionnaire? Which of the following could you use to search for information? 110 Ask students which of the three topics they would choose. Then divide them into pairs again and ask them to check the sources that they can use to search for their information. Answers will vary. Differentiated Instruction For this activity you can use the Task Card strategy to provide different outcomes for groups of different abilities; e.g.: Use these words to write questions. / Write complete questions. / Write different question types. / Complete these questions . 8. Underline ideas in Text 1 that can be used to create questionnaires. Make notes on questions you could include in a questionnaire about free time activities below. Ask students to underline information that could be used to write questions in Text 1 the same way they did in Text 2. Then ask them to make notes based on the information they underlined. Learning to Do 119 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. Put students in groups. Ask students to discuss the question: What is difficult about asking people to answer your questionnaire? You can elicit ideas and write them on a mind map. Some examples include: time, attitude, personality, technology. Product: Questionnaire If possible, support students to search for information about a topic of interest on the Internet, otherwise allow them to use Text 1 in this lesson. Monitor while they work to check progress. This activity will be your third piece of evidence in this unit; ask students to file it following the procedure of your preference. 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.
5 Read the questions. Underline the ideas in the text related to each question. Use the glossary to help you. 110 a How many fruit or vegetables do you eat in a day? i two or less ii three iii four or more
b How o en do you eat sweets? i more than once a day
ii once a day
iii not every day
c How many minutes of physical activity do you do every day? minutes
d What physical activities do you do?
6 Work in small groups.Ask and answer the questions in Activity 5. 7 Which of the topics would you choose for a questionnaire? Which of the following could you use to search for information? 110 Health magazine Report : What Mexicans do in their free time Dog/Cat magazine Newspaper: How to have a healthy, happy pet The Healthy Eating Book Book: Healthy Habits Sports magazine Newspaper: What exercise is best for children? 8 Underline ideas in Text 1 that can be used to create questionnaires. Make notes on questions you could include in a questionnaire about free time activities below. 119
What information is it important to consider to write a questionnaire? For information about this theme, go to page 119. 119
Reader What is dicult about asking people to answer your questionnaire? (pp. 105-107)
Questionnaire Step 3
• Work in small groups. Select information that can be used to create a questionnaire. • Copy the information onto a piece of paper. Self-evaluation (Answer Yes or No.) • Can I tell my partner about the information I found to create a questionnaire?
Tip: If you answered No, go back to Activities 5 and 6.
91 Unit 9
Achievement Look for and interpret documentary information about a topic. Teaching Guidelines • Select reference sources to search for information according to chosen topics. • Assess main ideas and select information to create questionnaires. Development 5. Read the questions. Underline the ideas in the text related to each question. Use the glossary to help you. 110 Put students into pairs and ask them to find the ideas in the text that each question asks about. Encourage them to use the Glossary to find the meaning of new words. Ask pairs to compare and share their ideas with other pairs. Then ask volunteers to read what they underlined. 6. Work in small groups. Ask and answer the questions in Activity 5. Put students into small groups of three or four students. Ask them to take turns to read a question and for everyone to answer each question. Monitor and only provide feedback when errors interfere with
Unit 9 • Activity Book p. 91
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