Scope and Sequence
Communicative Activity Exchanges associated to specific purposes Social Practice of the Language To register information about a topic to create a questionnaire Teaching Guidelines 1. Anticipate topic, using contextual clues. Compare questionnaire structures. Link purpose of questionnaire to audience. Classify questions according to form and topics. 2. Categorize questions according to function. Practice intonation and rhythm of questions and parts of questions. Compare position of auxiliaries in relation to tense and affirmative or negative aspect. Use strategies to distinguish between different meanings of words that are written the same. 3. Select reference sources to search for information according to chosen topics. Use an index, titles and key words to recognize relevant information. Interpret visual resources that support content. Assess main ideas and select information to create questionnaires. 4. Explore alternatives to write questions, based on the topic and audience. Include details in questions to make them more precise. Review spelling and punctuation conventions. Promote the handing out of questionnaires so that others can answer students’ questionnaires.
Unit 9 How Can You Find Things Out About Others? Academic and Educational Environment Achievements 1. Explore questionnaires with different question types. 2. Read questionnaires with different question types. 3. Look for and interpret documentary information about a topic. 4. Write questions about a topic.
Communicative Activity Exchanges associated to the environment Social Practice of the Language To exchange information to move around in a place
Unit 10 How CanYou Explain How to Get Somewhere? Family and Community Environment
Achievements 1. Explore directions. 2. Understand directions to get from one place to another. 3. Describe the immediate environment as a reference point. 4. Give directions. 5. Write directions to get from one place to another.
Teaching Guidelines 1. Differentiate between who gives and who follows directions. Analyze ways in which visual resources can be used when giving directions. Expand vocabulary repertoire about places and means of transportation. Evaluate purpose of directions. 2. Think of questions while listening to improve understanding. Ask questions to check understanding. Compare expressions that talk about places and points of reference. Classify expressions and abbreviations to indicate distance. 3. Use previous knowledge on giving directions. Express personal location and that of others using cardinal points and other references. 4. Ask for others’ attention assertively and politely to ask for directions. Improve pronunciation of widely used words and expressions. Practice different ways of giving and asking for directions. 5. Select the starting point and destination. Write sentences to indicate how to get somewhere. Ask questions to add necessary details. Verify directions by tracing a route on a map.
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