5. With your partner, share your doubts concerning prolonged sun exposure. Use the words you circled in the previous activity to ask questions. You may read instructions aloud and encourage students to think about aspects related to sun exposure that they would like to clarify. Encourage them to use Wh- words to write their questions. Differentiated Instruction For this activity you can use the Mini Lesson Strategy if you consider it necessary to review the use of the modals to have them ask questions. Explain their use and elicit examples. Have them discuss a problem they see currently in their school. After the discussion, have them state the problem in the story. Have they ever had that problem in their school? Have them talk about it. Product: Poster with FAQs About a School Problem In this unit, students will select a school problem and they will design a poster in which they will include frequently asked questions and their answers to contribute to solve the problem. In this lesson, students will choose the problem they will work with and write five questions about different aspects of that problem. Before pairs start to work, elicit that FAQs stand for Frequently Asked Questions and that they are questions that are commonly asked related to a topic. Read the instructions aloud and once pairs have selected their problem, suggest that they take the questions from Activity 5 as a model for theirs. This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. For homework, ask students to research information about the problem they chose and bring the texts the next session to work with their product. 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. What do you do when you want to solve a problem? Invite students to answer the question in English explaining what they did in this lesson (define the problem and ask questions about different aspects related to it). Explain to them that before thinking of a solution, it is important to analyze the problem, and one way to do it is by asking questions.
4 Listen to the conversation.Then, with a partner, discuss which words are used to find out details about the problem. Circle them. 21 108
—Where are we going to train? The tournament will start soon. —Well, I don’t know yet… —How are we going to solve this problem? —Wait… When does the tournament start? —In two months. —Don’t worry, we have time to nd a solution, our health is rst.
—Hi, kids. I have bad news. —What happened, coach?
—From May to August we can’t train in the schoolyard because we don’t have a sunshade . —Why? —There is a new policy that promotes sun-safe practices in schools. —Who is promoting that policy? —The government.
5 With your partner, share your doubts concerning prolonged sun exposure. Use the words you circled in the previous activity to ask questions. 115
How do you ask questions? To recall information about this theme, go to page 115. 115
Step 1 • Share your answers from Activity 2 and agree on one problem to work with. • Write ve questions about it. • For homework, research information that may help answer them. Self-evaluation (Number.) To state a problem, I… …ask about different aspects of it. …define aspects linked to it. …name different problems and decide which the most important is. Tip: When you face a problem, make sure to ask concise questions about it that will help you generate better solutions. Poster with FAQs About a School Problem Reader What is the problem that needs to be solved? (pp. 65-67)
57 Unit 6
Achievement
State a problem.
Teaching Guideline
Ask about different aspects of a problem.
Development 4. Listen to the conversation. Then, with a partner, discuss which words are used to find out details about the problem. Circle them. 21 108 You may organize the class into pairs. Draw students’ attention to the glossary words in the conversation and invite them to read their definition on page 108. Then, read instructions aloud and play the track for them to perform the task. Check orally. If you notice they are having trouble with the task, you may give them a hint by asking them to recall the Sphinx from the previous unit and what she was good at. Learning to Do 115 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed.
Unit 6 • Activity Book p. 57
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