Learning to Do 119 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 8. Take turns to ask and answer the questions in Activity 7. Complete the chart. First tell students that they need to write the topic of the question they wrote in the last column of the first row of the chart. Then put students into groups of five and ask them to take turns to ask and answer their questions. Tell them to note down the other students’ answers in their group. information? Ask them to give reasons for their answers. Then regroup them and ask them to share their ideas. Highlight that it depends on the kind of information and on who you are presenting to. Product: Questionnaire In this lesson, students will add questions to their list. Put them in groups and ask them to add at least three questions. Monitor and check if students have written questions accurately. You can refer them to the Appendix also to help them check their own work or another group’s. Then ask students to copy their questions onto a piece of paper. Self-evaluation Put students in pairs. Ask them to discuss the question: How do you prefer to present 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 Look how the first question was corrected.Then correct the next ones. Rewrite each question.Add one question of your own. 119 a Who many festivals do you celebrate?
How many festivals do you celebrate?
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How are questions formed? Where do you put the question marks? What question words are there? For information about this theme, go to page 119.
b ¿How is your favorite musician?
c ?Can you name a traditional food
d What is your states’ song
8 Take turns to ask and answer the questions in Activity 7. Complete the chart.
Favorite Musician
Traditional Food
Festivals
State’s Song
1
2
3
4
Reader How do you prefer to present information? (pp. 108-110)
Step 4
Questionnaire
• Work in small groups. Make a list of questions that can be used in a questionnaire. • Ask your teacher to check your questions. Copy them onto a piece of paper. Self-evaluation (Answer Yes or No.) • Can I write three questions about a topic I want to learn more about? Tip: If you answered No, go back to Activities 7 and 8.
93 Unit 9
Achievement Exchange expressions used to accept or reject requests. Teaching Guideline • Review spelling and punctuation conventions (apostrophes, exclamation and question marks). Development 7. Look how the first question was corrected. Then correct the next ones. Rewrite each question. add one question of your own. Ask students what punctuation we need with questions in English (only one question mark at the end of the sentence). Have them review the example and check was was corrected. Guide them. Put students into pairs and ask them to find mistakes and rewrite the questions. Tell them to double check question words and punctuation. Monitor and help students with question formation. Make sure that the final question is written accurately. Elicit examples of questions and write them on the board to provide more correct examples and models for students. Differentiated Instruction For this activity you can use the Mini Lesson strategy to refresh students’ knowledge about apostrophes. Remind them that we use ‘s after a singular word and s’ after a plural; e.g.: the cat’s milk (one cat), the cats’ milk (many cats).
Unit 9 • Activity Book p. 93
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