may let them do research first. Answers: a- Athena; b - Great Britain, France, Spain, Portugal, among others; c- an island in the Bahamas. 5. Look at the following information from the texts of the unit. Make open questions about the underlined phrase. Follow the example. Then ask them to a partner. This activity is designed for students to write questions and answers about the texts and historical accounts from the unit in different tenses. Direct their attention to the example. Explain that the phrase that is underlined will tell them the Wh -word they need. Ask them if “small rafts” is a place, a time, or a thing. Since it is a thing, we have to use “What” in our question. Also, explain that they have to keep the same tense of the sentence. Finally, have them make the questions and ask them to a partner. Differentiated Instruction For this activity you can use the Individualized Feedback Strategy to help struggling students identify the Wh -word, the tense, and the auxiliary they need. Ask students to describe the hygienic habits of the Aztecs (they bathed twice a day, washed their clothes, and used the temazcalli for purification). Then, ask why in Europe they didn’t have the same habits (people were afraid to get a disease after taking a bath since it opens the pores). Product: Comic In this lesson, students will start to create the visual aspect of the characters and settings related to the historical moments they previously chose. If there are skillful students at drawing, ask them to help their classmates. Also, ask them to close their eyes and picture their scenes in their minds to imagine possible sound effects. These activities will be your third evidence in this unit; ask students to file them following the procedure you prefer. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
I am the Sphinx, and I am very good at asking questions. Now, let me help you ask open questions. Remember that they always start with a Wh- question word. For some examples, go to page 115. 115
4 Unscramble the words to form open questions. 115 Greek / of / goddess / was / Who / the / wisdom / ? a countries / European / America / Which / in / settled / ? b arrive / America / Where / in / did / Columbus / ?
c
5 Look at the following information from the texts of the unit. Make open questions about the underlined phrase. Follow the example.Then ask them to a partner.
What can they use to move along the rivers in a swift way?
They can use small rafts to move along the rivers in a swift way. Columbus sent a letter to Queen Isabella in 1494. Columbus said, “My eyes had never seen the seas so high and angry.” The word “hurricane” comes from the name of the Maya god of wind, storm, and re. Those who live in rural areas still wear traditional clothes. Before the electric streetcars arrived in Mexico, they worked with horses pulling them.
Step 3
Comic
• Start making sketches for the characters and the settings. • Think of sound e ects that could be used in the scenes. Self-evaluation (Check the box or boxes.) I can express similarities in different ways. I can write questions about historical aspects in different tenses. Tip: Watch interviews to hear how professionals make questions.
Reader Why were the Spaniards surprised by the Aztecs’ hygiene? (pp. 59-62)
51 Unit 5
Achievements • Express similarities and differences of historic and cultural aspects between Mexico and other countries. • Compare historic and cultural aspects between Mexico and other countries.
Teaching Guidelines
• Ask and answer questions about a historical account in different tenses. • Write questions and answers about the texts.
Development
Learning to Do 115 Ask a volunteer to read aloud the information from the box above the Sphinx image. Then, go to page 115 and direct students’ attention to the Wh -words. Go over the function of each one, and ask them to read the examples on the table below. 4. Unscramble the words to form open questions. Tell them that they are going to ask and answer questions about historical information using open questions. Once they have formed the questions, ask the class to answer them. For questions b and c you
Why is it useful to ask questions when reading a text?
Ask students the question again and this time invite them to answer by explaining in which way writing questions helps them remember the information later. Encourage them to give examples.
Unit 5 • Activity Book p. 51
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