Q SKILLS FOR SUCCESS ING AND WRITING 4 TEACHER BOOK

adminComment(0)

Q: Skills for Success 4 Reading and Writing Debra Daise, Charl Norloff, and and writing strands, the set includes stu- dents' books, teachers' resource books, are generally topical and engag- ing (“Can climate change make us sicker?. Q Skills for Success encourages students to think critically and succeed academically. Q's question-centred approach provides a unique critical thinking. Q: Skills for Success Reading Writing 4 Teacher's Handbook with Testing Program CD-ROM is an essential resource for teachers. A unit-by-unit guide with .


Q Skills For Success Ing And Writing 4 Teacher Book

Author:PAULINA SCHUIT
Language:English, Portuguese, Arabic
Country:Qatar
Genre:Environment
Pages:687
Published (Last):12.08.2015
ISBN:419-4-63529-772-7
ePub File Size:29.61 MB
PDF File Size:10.37 MB
Distribution:Free* [*Sign up for free]
Downloads:32339
Uploaded by: TRENTON

TO Q:Skills for Success Q: Skills for Success is a six-level series with two strands, Reading and Writing and Listening and Speaking READING ISB N: 9- -9 Reading Writing 4 Srudent Book . a frequent invited speaker on topics related to vocabulary teaching and learning. READ ING AND WRITI NG Q. Teaching with Q: Skills for Success, Second Edition . 4. Dont try to do too much. Do you want students to focus on the vocabulary and idioms they will hear? rehears[ing] academic writing (Cheng, , p) and composing thoughtful. Teaching with Q: Skills for Success, Second Edition. On a Journey rehears[ ing] academic writing (Cheng, , p) and composing thoughtful, constructive.

For these reasons, discussion board writing activities are a valuable tool in ESL instruction. Sigrun Biesenbach-Lucas received her M. She has also served as a site reviewer for CEA. Donette Brantner -Artenie holds an M. She taught EFL in the U. Peace Corps in Romania and has conducted training programs for EFL teachers and teacher trainers overseas. In the U. She is the co-author of the top level of a grammar textbook series that follows a blended approach.

Blogs and discussion boards. Vanderbilt University, Center for Teaching. Boothon, M. Tips for writing thoughtful discussion responses. Rasmussen College. Retrieved from http: Cheng, R. Computer-mediated scaffolding in L2 students academic literacy development. Discussion posts. Walden University. Online Writing Center. Generating and facilitating engaging and effective online discussions. University of Oregon Teaching Effectiveness Program.

Goodfellow, R. Supporting writing assessment in online learning. Holland, J. Implications of shifting technology in education. TechTrends, 38 3 , Efficient and effective online discussion forums.

Paper presented at the Assessment Teaching and Learning Conference Lafford, P. CMC technologies for teaching foreign languages: Whats on the horizon? Meloni, J. Technologies for teaching: Strategies and pitfalls. The Education Digest, 76 8 , Online discussions for blended learning. California State University, Sacramento. Academic Technology and Creative Services. Online forums: Responding thoughtfully. Writing Commons.

Sample discussion board questions that work. McMurry University. Mastering online discussion board facilitation: Resource guide. Retrieved from https: Wijeyewardene, I. Against the odds: Teaching writing in an online environment. Wozniak, H. Online discussions: Promoting effective student to student interaction. Skills for Success Second Edition. Example Post Worksheet Part One: Response to Discussion Board Prompt Response to Classmates Post..

Teaching Notes Objectives A fundamental objective of a Discussion Board writing activity is for students to gain awareness of the conventions applied in the genre of online academic writing and to practice writing in this genre. At the beginning of a unit, students use the Discussion Board activity to further activate prior knowledge about a new unit theme after discussing the initial Unit Questions and listening to The Q Classroom online.

At the end of a unit, the Discussion Board tasks provide opportunities for students to apply content knowledge, grammar structures and vocabulary, as well as writing strategies that they learned in the unit. All the Discussion Board questions are designed to encourage critical thinking.

Instructors can decide if they would like their students to respond to all of the given questions or select specific. Permission granted to reproduce for classroom use. Additionally, instructors can post their own questions to which students respond. For example, the teacher may want to scale back the required length of students responses and place less emphasis on organization, grammar, and mechanics, and focus instead on the development and sharing of ideas.

Teachers Pack Organization Prior to introducing the Discussion Board to your students, it is necessary to familiarize yourself with the contents of the Discussion Board, the specifics of its navigation as well as deciding on an implementation strategy.

These teaching notes discuss all three items. In order to help you maximize the efficacy of the Discussion Board, additional resources have been provided. These will be referenced and explained within these teaching notes: The Unit Question Discussion takes place at the beginning of the unit and contains a few questions to further the discussion of the Unit Question after completing The Q Classroom activities in the Student Book.

The Unit Question Reflection is provided at the end of the unit in order to reflect upon what the student has learned. In addition, the teacher may create new threads either by using the supplemental questions provided, the Challenge Questions, or any other question he or she deems appropriate.

Teaching Strategies In terms of teaching strategies, the teacher must decide upon his or her level of involvement. You should decide if you want to participate in the online discussions or if you only want to read and.

If you post to the discussions, students can be encouraged by your engagement, but if you remain a reader, you can retain the focus on the students writing and ideas.

In Level 3, students compose two basic types of posts: Depending on the ability level of the class, the teacher can assign one or both of the optional Challenge Questions.

In addition to the initial post to these Challenge Questions, the teacher can decide to assign replies to Challenge Question posts. Rubrics have been included to help grade the student posts and their replies to a classmates post. It is important that students write an appropriate response that has complete sentences and uses formal language.

This also means that the students reply is directly connected to the ideas in the question or the classmates post. It is important that students use the Discussion Board to express themselves, and do so in a way that is appropriate for the classroom context. In addition to using the rubrics, assess the students posts by printing them out or making electronic copies, and adding questions, comments, and other feedback. With students permission, you can use good posts as models to illustrate strategies for effective writing.

You can also collect language use examples from students posts to illustrate grammar points and use these for group editing practice. Classroom Instruction Prior to First Post: Example Post Worksheet Included in the student materials are instruction on the use of the Discussion Board as well as a two part student worksheet on how to write good posts. In part one, Responding to a Unit Discussion Question, there is an example of a discussion board post that you can review with students to discover the structure and content of an effective post and to see how the instructor will apply the evaluation rubrics.

In part two, Responding to a Classmates Post, there is an example of a students response to the classmates post from part one. The example response models the structure and the language that are appropriate for responding to other students posts. You may choose to do parts one and two of the worksheet together or separately.

In either case, be sure to review the instructions on how to post to the Discussion Board. Use the page entitled Posting to the Discussion Board: Student Instructions. Follow up with a test post to ensure that all students know how to use the tool properly. Part One: Responding to a Discussion Question 1. After talking in class about the Unit Question and the Unit Question Discussion questions, tell students that they will extend those ideas that they discussed in an assignment outside of class.

Distribute the student worksheet, Example Discussion Board Post, to students. Tell them that they are going to learn how to write on a discussion board online and share information with their classmates and instructor when they are not in the classroom. Review the sample Unit Question Discussion. Start with the unit academic subject area, Urban Planning. Point out that there are two additional questions that the students should address.

Note that this is only an example unit and does not appear in the book. Have students read the example post and answer worksheet questions 1 through 4. Have students compare their responses with a partner before checking answers with the whole class.

If possible, project the post on the classroom screen, and highlight the relevant parts as you identify and discuss them with the class. Review the discussion board rubric with students in task 5 of the worksheet.

Have students apply the rubric to the example post and try to explain why they would give a certain rating in each category. In the last task on the worksheet, the Follow-up task, have students brainstorm, in groups or pairs, ideas for responding to a new example question. Debrief with the whole class and check that students understand the process. Review instructions on how to post a response to a classmates post. Use the page entitled Student Instructions: Posting to the Discussion Board.

Assigning the First Discussion Board Post 1. Assign the first Unit Question Discussion response, and indicate the deadline for the post.

After all responses have been posted, have students read all of their classmates posts. Then in class, have students discuss the ideas in the posts to find commonalities and differences or to put ideas into possible categories. Use the same process for the Unit Question Reflection.

At the end of each unit, the teacher can assign one or both of the Challenge Questions. See complete list of Challenge Questions for all units. Part Two: Example Response Worksheet Prior to the first response assignment, it will be helpful if the teacher discusses with the class the appropriate approach to responding to classmates ideas.

Part Two of the sample worksheet, Responding to a Classmates Post, provides an example response to a classmates post and comprehension questions. Other useful points to consider include: Distribute part two of the example Discussion Board worksheet, Responding to a Classmates Post, to students. Tell them that they are going to learn how to respond appropriately to a classmates writing. Have students quickly review the original example discussion board post. Point out that this post is the same one that they used in the Part One.

Have students read the example response and answer worksheet questions 1 through 7. Review the discussion board rubric with students in task 8 of the worksheet.

Have students apply the rubric to the example response and try to explain why they would give a certain rating in each category. In the last task on the worksheet, the Follow-up task, have students brainstorm, in groups or pairs, ideas for another response. Assigning the First Response to a Classmates Post 1.

Have students read all their classmates posts. Assign students a response task. Indicate the deadline for the response. Options for response tasks include the following: Students make their own choice when selecting a classmates post to which they respond. It is helpful if you require that students respond to a classmate who has not yet received any replies. Pair students with a partner and require that they read and respond to their partners post.

In a more advanced group of students, you can assign students to respond to more than one classmate. For example, students can be asked to respond to a classmate with whom they agree and to one with whom they disagree.

After all responses have been posted, have students read their classmates response or responses. Then in class, if necessary, have students discuss any unclear, surprising, or additional points from the responses.

Student Instructions to familiarize yourself with the online writing process. The student instructions are included in the student materials. After completing the Example Discussion Board Post worksheet and reviewing the included rubric with your class, go over the student instructions with the students. If you have computer projection in the classroom, you may go online and demonstrate this process to the students.

Remind students that when they post to the Discussion Board, they need to make sure that they choose the correct Unit number and the correct question. Log in to iQ Online. Click on the Discussion Board icon. Select the appropriate class. Enter Activities and select the appropriate Unit in the navigation pane.

If you wish to participate in a Unit Discussion, you can follow the same instructions that the students use. However, if you want to assign Challenge Questions [refer to the included list of Challenge Questions], or if you want to pose questions of your own, follow these steps:. In the subject line, write: Unit X: Challenge Question 1, or Unit X: Your own writing topic.

It is important that you identify the unit number as this will not be automatically added. Copy and paste your selected Challenge Question, or type your own question, in the text box.

Click on Post. As the instructor, only you have the ability to delete threads and individual replies, including entire Discussions. However, before you click Delete, be certain that you want to perform this action as it cannot be undone.

If you want to delete a single student post in a discussion or an individual response to someone elses post, go to that post, and click on Delete Reply. If you want to delete an entire Discussion, click on Delete Conversation.

Good academic practice includes planning and carrying out online writing assignments offline first. By drafting and saving a post using a word-processing program, students can review and make changes to their writing before uploading the post.

This practice also encourages another important academic skill, which is to keep a saved copy of ones writing. Because your students cannot delete any posts from the Discussion Board themselves, they will need to contact you to delete a post for them if they made a mistake or posted to the wrong Discussion. Advise your students to follow whatever process you deem appropriate; for example, you can have students send you an email with a request to delete a post.

Review your students posts regularly and in a timely fashion so that you can address issues as they develop or delete inappropriate posts. Writing a Discussion Board Post 20 points 15 points 10 points 0 points The post answers the question s clearly and completely.

The post has clear and specific explanations and examples. The post shows careful thinking about the topic. Sentences are complete and have appropriate final punctuation. The post correctly includes vocabulary and grammar from the unit. The length of the post is appropriate. Writing a Discussion Board Response 20 points 15 points 10 points 0 points The response answers the question s clearly and completely. The response uses clear and specific ideas from the classmates post.

The response shows careful thinking about the classmates ideas. The post includes vocabulary and grammar structures from the unit. The response includes formal and polite language. The response is appropriately structured, positive opening statement and a closing sentence. The response includes one or more of the following: Challenge Questions You may choose to assign these Challenge Questions for students to respond to at the end of a unit.

You will need to post the Challenge Question for each unit yourself as a new thread or threads. Unit 1: Sociology Unit Question: Are first impressions accurate? In what situations is it more important for you to be careful about forming a first impression? For example, consider the differences between meeting a new neighbor compared to meeting a new colleague at work. Unit 2: Nutritional Science Unit Question: Whats more important: Think about what you typically eat every day. Do you think you follow a balanced diet?

Why or why not? If not, what should you change? Unit 3: Psychology Unit Question: Is change good or bad? In your country, is it common for people to change their jobs? Or do people typically stay in one job for many years? What may be some reasons for changing or not changing jobs?

Unit 4: Marketing Unit Question: How can advertisers change our behavior? In this unit, you learned about different advertising techniques. Think of a recent product ad that you remember. Explain the technique that the company uses to sell the product. Do you think that this technique is effective, or can another technique work just as well?

Unit 5: Behavioral Science Unit Question: What risks are good to take? Some people are considered extreme risk takers, such as a doctor who volunteers to help people after a natural disaster or a journalist who reports from a war zone.

Why do you think these people are willing to take extreme risks? What factors influence their decision to do dangerous work? Unit 6: Philosophy Unit Question: Are we responsible for the world we live in?

When does it become an individual citizens responsibility to protect the environment, and when it is the governments responsibility? Give examples and reasons. Unit 7: Economics Unit Question: Can money download happiness? You learned from Sonja Lyubomirskys lecture that the more successful we are at our jobs, the higher income we make, and the better work environment we have. According to the lecture, these three factors eventually lead to more happiness.

Describe a situation in. Does this situation still lead to happiness? Unit 8: What can we learn from success and failure? A famous American football coach once said: Winning isnt everything; its the only thing. What do you think this means? Give an example of a situation in which someone has gone too far in order to win or achieve success.

Nutritional Science Challenge Question 1 1. Review the concept of a balanced diet before assigning this topic. Have students generate examples of foods that they eat. As a class, discuss which food examples the students would consider to be part of a balanced diet. Psychology Unit Question Discussion question 2 2. How have some jobs changed over the past twenty years? How has peoples work in those jobs changed?

Review a couple of examples of common jobs or professions, and help students generate ideas about changes that have occurred in those jobs. For example, twenty years ago, teachers used basic equipment and materials, such as textbooks, blackboards, and chalk.

Nowadays, teachers need to be more proficient in using technology. Similarly, technology has made it possible for teachers to work and teach from home. Marketing Unit Question Discussion question 2 2. Sometimes advertisements do not show the complete truth about a product. Give an example and explain.

Discuss what is meant by truth in advertising. Provide an example of a real or fictitious product and tell students the products name and basic claim. For example, a product called Miracle-Grow Shampoo might claim that the product will help consumers increase the thickness of their hair within one month. Ask students ways in which this claim may not be completely truthful.

Behavioral Science Unit Question Discussion question 1 1. Think of well-known people who are very successful in their field.

What risks did they take to succeed? If students find it difficult to come up with examples of well-known successful people, provide one or two examples, such as Steve Jobs, Elon Musk, and J. Economics Challenge Question 1 1. Describe a situation in which being good at a job and enjoying it do not necessarily lead to higher income. Behavioral Science Challenge Question 1 1.

Tell students that they are not limited to considering only sports contexts; they can think about other fields or situations in which a person has focused too much on winning. Posting to the Discussion Board: Student Instructions When you post to the Discussion Board, make sure that you choose the correct unit number and the correct thread. Logging in to the Discussion Board 1. Select your level. OR Enter Activities and select the appropriate Unit in the navigation pane. Replying to a Post 1.

Choose the unit and discussion question that your teacher assigned. Read the question or questions carefully.

If responding to another students post, read their response carefully. Click on Reply. Type your answer to the question or questions. Follow your teachers instructions on how to write a good reply. If responding to another student, be sure to include their name so it is clear who you are responding to.

Read through your reply carefully: Click on Create New Thread. In the subject line, enter the name of the thread. Be sure to choose a name that indicates clearly what the subject of the thread is by including the unit number, for example. Write your comments. You cannot delete your writing after you click Post.

Only the teacher can delete a thread or an individual response. Responding to a Discussion Question Directions: Read the questions and the discussion board post. After that, answer the questions about the post. Example Unit: Urban Planning Unit Question Discussion: How can we make cities better places in which to live?

English for Business Communication Teacher's book

Describe a place in your city or in a city that you know well that is used by many people for many different purposes. Who uses this space and for which purposes? Why do you think this place is popular? When I think of a popular place in my city, I think of Trailside Park.

This is a very large park, and it has many different parts for different activities. Of course, families bring their children to the park to have fun on the playground area. Many people bring their dogs to walk and play in the park. Also, a lot of people jog or walk through the park or go to yoga classes.

One large area of the park is only for team sports, so people can play soccer, baseball, and basketball. Some parts of Trailside Park have special uses. For example, there are small restaurants and cafes and places for theater and music performances. There is free wi-fi, so some people bring their laptops and sit on the benches to work and study.

In my opinion, places like Trailside Park should be in every city. I think Trailside Park is popular because it is an interesting and beautiful place with all types of people. It is also possible to do many things at the park in one day. For example, I can take a yoga class in the morning and then have lunch at a caf.

Any day of the week, there is something to do at Trailside Park. Has the writer answered all the questions? Underline the part that you think answers the first question, and double-underline the part that answers the second question. Look at the first and last sentence of the post. What is the purpose of the first sentence what does it tell you? What is the purpose of the last sentence what does it tell you? Find the examples for the first question, and number them.

Find the examples for the second question and number them. How are the examples for the first question different from the examples for the second question? Why has the writer used three paragraphs in the post? Overall, has the writer answered the questions completely and clearly? If yes, explain. If no, what can the writer improve?

With a partner, or in small groups, brainstorm on one of the topics below. What ideas will you include in your post? Describe a city in your country where many people want to or choose to live. Who usually moves to this city and for which purposes? Why do you think this city attracts so many people? Responding to a Classmates Post Directions: Now read the sample response to the above discussion board post.

After that, answer the questions about the response. I like that you wrote about a park. How does the writer respond to the classmates post? Circle all answers that are correct and underline the sentences that show your answer or answers. He or she agrees with an idea in the classmates post.

He or she disagrees with an idea in the classmates post. He or she uses an example from personal experience that connects to an idea in the classmates post. He or she uses an example from someone elses experience that connects to an idea in the classmates post.

Look at sentences 1 and 2 in the response. What is the purpose of the first two sentences? Why does the writer start in this way? Look at sentences 3 and 4 in the response. What is the purpose of these sentences? What word catches your attention? Look at sentences 5 through 9 in the response. Why is this the biggest part of the reply? Look at sentences 10 through 12 in the response.

Why do these ideas come last? Overall, what is the organization of the students response? Circle the correct answer. Agreement Disagreement Connection to someone elses experience b.

Disagreement Connection to personal experience Agreement c. Agreement Disagreement Connection to personal experience. With a partner, or in small groups, brainstorm on another response to the original post. What ideas will you include in your response? Unit Question 1. Read the tip aloud.

Explain that each unit in Q focuses on a Unit Question that students will consider throughout 2. Point out that the ability to identify the the unit and will address in their Unit essential points in arguments is a vital skill for Assignment at the end of the unit.

Introduce the Unit Question, Are first impressions accurate? Ask related information questions or 3. Explain that the essential points, or main ideas, in questions about personal experiences to help an argument are usually surrounded by examples students prepare for answering the Unit Question, and details that illustrate the points. Examples and which is more abstract.

Have you ever had a details are not the main ideas. What happened Critical Q: Expansion Activity to support or disprove your first impression? Identifying Essential Information 3. Give students a minute to silently consider their answers to the Unit Question. Then ask students 1. Present students with an article that provides tips whose answer is yes to stand on one side of the for doing a certain activity.

Some possibilities are: Direct students to tell a partner next to them their and getting along with coworkers. Make sure that reasons for choosing that side of the issue. Call on volunteers from each side to share their points. Ask students to read the article and underline the essential suggestions. After students have shared their opinions, provide 3.

Give students a time limit, such as 5 minutes, to an opportunity for anyone who would like to read and analyze the article. Put students in small groups to share their 7. Ask students to sit down, copy the Unit Question answers. Ask each group to choose a reporter. Call on reporters to share their groups findings. They will refer back to these notes at the end of the unit. Read the questions aloud with the students. Elicit any questions students may have.

Give students a few minutes to write their answers to the questions in their notebooks. Put students in pairs to have a conversation about each question. Taking conversational turns is an essential 5. Monitor students conversations. Be sure they communication skill that is valuable in the workplace are taking three turns each. Students need to be able to engage with others, whether it is with a manager, Expansion Activity: First Impressions in a teacher, a customer, or a peer.

The ability to Conversations effectively participate in a conversation, including 1. Part of making a good first impression is taking turns, is one way in which people make being able to talk easily with people.

Taking positive first impressions. Choose a group or pair of for the first time. As a class, brainstorm additional follow-up Point out that you are also going to note how long questions to keep a conversation going. Write each person controls the conversation. As the course progresses, you may want to assign 3. Conduct a mingling activity. Have the students a student in the group to conduct a turn-taking stand and find a partner. Tell them to pretend audit. This student can participate in the discussion, they are meeting this person for the first time and but can also note the use of turn-taking phrases used want to make a good impression by showing that by the participants as well as how long each speaker they are interested in what their partner is saying.

Call time after 30 seconds and tell students to find The results of the turn-taking audit should be a new partner and start another conversation. Review the Self-Assessment checklist in the Unit 1. Introduce the Unit Question, Whats more Assignment. Remind students that they will be important: Ask related completing this checklist after their talk. Put students in pairs to give their talks.

If for answering the Unit Question, which is more time permits, call on volunteers to give their abstract. How important is the taste of food to you? Would you eat less of a favorite food if you knew 3.

Use the Unit Assignment Rubric on page R-1 of it wasnt healthy? Do you view food as fuel for your this Teachers Handbook to score each students body or is it something that is meant to be enjoyed?

Tell students, Lets start off our discussion by listing 4. Alternatively, divide the class into large groups food we think tastes great, for example, ice cream.

Q Skills for Success: Reading and Writing 4: Teacher's Book with Testing Program CD-ROM

Remind students to be specific. It is more helpful Have listeners complete the Unit Assignment to list specific foods than general categories, e. Seat students in small groups and direct them to pass around a paper as quickly as they can, with Critical Q: Expansion Activity each group member adding one item to the list. Making informed predictions Tell them they have two minutes to make the list and they should write as many items as possible. Tell students they are going to make predictions about what would happen to them if they 4.

Call time and ask a reporter from each group to changed their diets. Ask them to list what they read the list aloud. Use items from the list as a springboard for 2. After covering both Listenings, ask students to discussion. For example: Lets talk about ice think about what they learned about a good diet. Is it nutritious? Tell Have them analyze their food choices. Tell students to predict what would happen if generally feels are healthy.

Put students in pairs to share their predictions. Call on volunteers to share their predictions and B reasons with the class. Keep students in groups.

Ask them to check their favorite food in the chart in Activity A. Ask students to compare their preferences with Listening and Speaking 3, iQ Online Resource their group members. Unit Assignment 4. Ask students to raise their hand for their favorite Prepare and Speak taste.

Say each taste aloud and tally the number of hands for each. Write the numbers on the board. Expansion Activity: Taste or Nutrition in Food C Categories 1. Put students in groups to interview each other. Keep students in their groups from Activity B. Remind students not to read their information from Activity B. Encourage them to maintain eye 2. Tell students to look at the foods listed under contact and only refer to their notes as necessary. With their group, students should decide if the food is known for being nutritious 3.

Monitor students interviewing and answering e. Do some categories have more nutritious foods 4. Use the Unit Assignment Rubric on page R-2 of than other categories?

Are most of the foods in your this Teachers Handbook to score each students favorite category nutritious? Elicit answers from the groups. Alternatively, have other group members listen to each others interviews and answers.

Have listeners complete the Unit Assignment Rubric. Have groups summarize the information from Listening and Speaking 3, page 26 their interviews. Critical Thinking Tip 7. Ask a reporter from each group to present the groups findings. Point out that making predictions is something we do every day, but we are not often aware of the thought process that goes into making a prediction. By being aware of what clues and factors influence our predictions, we can improve their accuracy.

Expansion Activity Summarizing Interviewing people is something students will do in their professional and academic lives.

Top Authors

Most 1. Tell students they are going to practice summarizing students forget that an interview is a conversation with a list instead of a T-chart using the excerpt and they tend to focus solely on asking questions about nutrition in Activity A on page Good interviewers listen and 2.

Write Disadvantages of Fast Food as a list show flexibility. Help students develop interview heading.

Tell students to make a list in their flexibility through practice. Tell students to write at notebooks. Explain that they should only write least one new question while they are listening to the main points from the excerpt. Tell them to ask 3. Give students 5 minutes to read the passage and this follow-up question before moving on to the next make their lists.

This activity will not only help them 4. Put students in pairs to compare their lists. Remind students them develop better interview skills for the future.

Unit Question Play the audio, pausing for students to repeat the sentences with appropriate intonation. Introduce the Unit Question, Is change good or bad? Ask related information questions or questions Expansion Activity: Intonation in job interviews about personal experiences to help students prepare for answering the Unit Question, which 1.

Pair students. Remind them that proper intonation is more abstract. Read the Unit Question aloud. Give students a situations when they want to make a good minute to silently consider their answer to the first impression. Say, Lets consider the positive side of 2. Tell students that they are going to practice change in our individual lives.

What are the good varying their intonation to show interest while things about change? What are the disadvantages? Write good and bad at the top of two sheets of 3. Assign roles. One student should be the poster paper. Elicit student answers and write them in the 4. Throughout the conversation, the interviewer appropriate poster. Accept all contributions. Post should state facts about his or her company. The potential employee should respond with appropriate intonation.

Ask volunteers to repeat their conversation for the class. Point out that summarizing helps us to focus on the main points of something, which in turn helps us to retain information. Remind students that details are not included when we summarize because this makes it harder for us to remember the main points. Unit Question C 1.

Introduce the Unit Question, How can advertisers change our behavior? Ask related information 1. Ask students to review the Self-Assessment checklist questions or questions about personal experiences in the Unit Assignment. Elicit any questions. Put students in groups to talk about their Question, which is more abstract. What is the experiences. Remind them not to read directly goal of advertisers to make us download? How can they from their outlines, notes, or or T-charts.

Why do they have famous athletes 3. Instructors can decide if they would like their students to respond to all of the given questions or select specific questions which they want their students to address. Additionally, instructors can post their own questions to which students respond. Permission granted to reproduce for classroom use.

Teachers Pack Organization Prior to introducing the Discussion Board to your students, it is necessary to familiarize yourself with the contents of the Discussion Board, the specifics of its navigation as well as deciding on an implementation strategy. These teaching notes discuss all three items. In order to help you maximize the efficacy of the Discussion Board, additional resources have been provided.

These will be referenced and explained within these teaching notes: The Unit Question Discussion takes place at the beginning of the unit and contains a few questions to further the discussion of the Unit Question after completing The Q Classroom activities in the Student Book. The Unit Question Reflection is provided at the end of the unit in order to reflect upon what the student has learned. In addition, the teacher may create new threads either by using the supplemental questions provided, the Challenge Questions, or any other question he or she deems appropriate.

Teaching Strategies In terms of teaching strategies, the teacher must decide upon his or her level of involvement. You should decide if you want to participate in the online discussions or if you only want to read and evaluate your students posts. If you post to the discussions, students can be encouraged by your engagement, but if you remain a reader, you can retain the focus on the students writing and ideas.

In addition, it may be more suitable in Level 1 if the teacher is the only person to reply to students posts in order to clarify ideas and guide students in writing effective responses. If appropriate, given the students ability, the instructor may allow brief and structured responses to each others posts.

However, the teacher should structure the assignment to prevent students from posting one-. This follow-up strategy can be used with all Discussion Board questions, both at the beginning and at the end of each unit. For example, the teacher can refer to the example post on the Student Worksheet. In the example, the student wrote about his grandfather. A follow-up assignment in which students read and respond to a classmate can be structured as follows this follow-up strategy can be used with all questions, both at the beginning and at the end of each unit:.

Read your classmates posts. Write a reply to one person. In your reply, start the first sentence with I would like to know more about. Potential student reply: Jonathan, I would like to know more about grandfather. How else is he a positive person? Rubrics have been included to help grade the student posts and their replies to a classmates post.

It is important that students write an appropriate response that has complete sentences and uses formal language. This also means that the students reply is directly connected to the ideas in the question or the classmates post.

It is important that students use the Discussion Board to express themselves, and do so in a way that is appropriate for the classroom context. In addition to using the rubrics, assess the students posts by printing them out or making electronic copies, and adding questions, comments, and other feedback.

With students permission, you can use good posts as models to illustrate strategies for effective writing. You can also collect language use examples from students posts to illustrate grammar points and use these for group editing practice.

Classroom Instruction Prior to First Post: Example Post Worksheet This student worksheet, called Example Discussion Board Post, provides an example of a discussion board post, which you can review with students to discover the structure and content of an effective post and to see how the instructor will apply the evaluation rubrics.

After talking in class about the Unit Question and the Unit Question Discussion questions, tell students that they will extend those ideas that they discussed in an assignment outside of class. Distribute the student worksheet, Example Discussion Board Post, to students. Tell them that they are going to learn how to write on a discussion board online and share information with their classmates and instructor when they are not in the classroom.

Review the example Unit Question Discussion. Start with the unit academic subject area, Psychology. Clarify the meaning of positive thinking. Point out that there are two additional questions that the students should address. Note that this is only an example unit and does not appear in the book. Have students read the example post and answer worksheet questions 1 through 4. Have students compare their responses with a partner before checking answers with the whole class.

If possible, project the post on the classroom screen, and highlight the relevant parts as you identify and discuss them with the class.

Review the discussion board rubric with students in task 5 of the worksheet. Have students apply the rubric to the example post and try to explain why they would give a certain rating in each category.

Customers who bought this item also bought

In the last task on the worksheet, the Follow-up task, have students brainstorm, in groups or pairs, ideas for responding to a new example question. Debrief with the whole class and check that students understand the process. Review instructions on how to post to the Discussion Board.

Use the page entitled Posting to the Discussion Board: Student Instructions. Follow up with a test post to ensure that all students know how to use the tool properly. Assigning the First Discussion Board Post 8. Assign the first Unit Question Discussion response, and indicate the deadline for the post. After all responses have been posted, have students read all of their classmates posts.

Then in class, have students discuss the ideas in the posts to find commonalities and differences or to put ideas into possible categories.

Use the same process for the Unit Question Reflection. At the end of each unit, the teacher can assign one or both of the Challenge Questions. See complete list of Challenge Questions for all units. Student Instructions to familiarize yourself with the online writing process.

The student instructions are included in the student materials. After completing the Example Discussion Board Post worksheet and reviewing the included rubric with your class, go over the student instructions with the students. If you have computer projection in the classroom, you may go online and demonstrate this process to the students.

Remind students that when they post to the Discussion Board, they need to make sure that they choose the correct Unit number and the correct question. Log in to iQ Online. Click on the Discussion Board icon. Select the appropriate class. Enter Activities and select the appropriate Unit in the navigation pane.

If you wish to participate in a Unit Discussion, you can follow the same instructions that the students use. However, if you want to assign Challenge Questions [refer to the included list of Challenge Questions], or if you want to pose questions of your own, follow these steps:.

In the subject line, write: Unit X: Challenge Question 1, or Unit X: Your own writing topic. It is important that you identify the unit number as this will not be automatically added. Copy and paste your selected Challenge Question, or type your own question, in the text box. Click on Post. As the instructor, only you have the ability to delete threads and individual replies, including entire Discussions.

However, before you click Delete, be certain that you want to perform this action as it cannot be undone. If you want to delete a single student post in a discussion or an individual response to someone elses post, go to that post, and click on Delete Reply.

If you want to delete an entire Discussion, click on Delete Conversation. Good academic practice includes planning and carrying out online writing assignments offline first. By drafting and saving a post using a word-processing program, students can review and make changes to their writing before uploading the post. This practice also encourages another important academic skill, which is to keep a saved copy of ones writing. Because your students cannot delete any posts from the Discussion Board themselves, they will need to contact you to delete a post for them if they made a mistake or posted to the wrong Discussion.

Advise your students to follow whatever process you deem appropriate; for example, you can have students send you an email with a request to delete a post. Review your students posts regularly and in a timely fashion so that you can address issues as they develop or delete inappropriate posts. Writing a Discussion Board Post 20 points 15 points 10 points 0 points The post answers the question s clearly and completely. The post has clear and specific explanations and examples.

The post shows careful thinking about the topic. Sentences are complete and have appropriate final punctuation. The post correctly includes vocabulary and grammar from the unit. The length of the post is appropriate. Writing a Discussion Board Response 20 points 15 points 10 points 0 points The response answers the question s clearly and completely. The response uses clear and specific ideas from the classmates post.

The response shows careful thinking about the classmates ideas. The post includes vocabulary and grammar structures from the unit. The response includes formal and polite language. The response is appropriately structured, positive opening statement and a closing sentence. The response includes one or more of the following: Challenge Questions You may choose to assign these Challenge Questions for students to respond to at the end of a unit. You will need to post the Challenge Question for each unit yourself as a new thread or threads.

Unit 1: Business Unit Question: What is a good job? Think about the jobs that you learned about in this unit. Which job do you not want to have in the future? Tell what a person with that job does and why you do not like these responsibilities. Describe a job that you know about.

Tell what people do in that job and where they do their job, but do not write the name of the job. See if your classmates can guess that job correctly. Unit 2: Global Studies Unit Question: Why do people immigrate to other countries? Think about someone you know who moved from one country to another, or from one place inside a country to another part of that country.

Tell about their old country or place, and then about the country or place where the person lives now. Think about all the immigrant populations that moved to New York. What is another large city in the world that has different immigrant populations?

Why do you think these foreigners immigrated to that city? Unit 3: Sociology Unit Question: Why is vacation important?

In this unit, you learned about the benefits of long and short vacations for employees. What are the benefits of long and short vacations for companies? How are they the same or different? What vacation policies do most companies in your country have?

Tell when most employees take vacations, for how long they take vacations, and the reasons why they take vacations. What benefits do you think these policies have for employees and their companies? Unit 4: Physiology Unit Question: What makes you laugh? What is the difference between laughing at someone and laughing with someone? Write about two examples. In the unit, you learned that some people laugh when they think something is funny, when they want to be friendly, or when they are nervous or embarrassed.

Can you think of other reasons why people laugh? Unit 5: Psychology Unit Question: How do sports make you feel? One benefit of playing sports is exercise. What other benefits can sports give us that can help us in life? Write reasons why some people like to play team sports, but other people like to play individual sports. Unit 6: Ethics Unit Question: How much information do people need?

Write about a time when you had trouble making a decision because you had either too much information or not enough information. Think about the types of products you download regularly, such as food, health products, and electronics. Which products do you want to have a lot of information about?

Which products do you not need a lot of information about? Unit 7: Behavioral Sciences Unit Question: How are children and adults different? The readings in this unit tell different ways to define an adult.

Do you define yourself as an adult? Why or why not? The first reading in this unit says that brain is fully grown at age 25, but in many countries the legal age of an adult is What problems do these young adults have when they have the rights and responsibilities of an older adult?

What are you afraid of? Some people like to watch scary movies or play dangerous sports. Why do they like such scary frightening or dangerous situations? In this unit, you learned about different unreasonable fears. What are other examples of unreasonable fears? Business Challenge Question 2 2. Have students discuss their guesses about classmates descriptions of jobs in class.

This process will help prevent students from posting one-word or very brief responses, which would be more appropriate to texting or online chatting. Sociology Challenge Question 2 2.

What vacation policy do most companies in your country have? If students are unfamiliar with vacation policies in their countries, provide some examples of policies with which you are familiar. In your country, when do people change from being a child to being an adult? Posting to the Discussion Board: Student Instructions When you post to the Discussion Board, make sure that you choose the correct unit number and the correct thread.

Logging in to the Discussion Board 1. Select your level. OR Enter Activities and select the appropriate Unit in the navigation pane. Replying to a Post 1. Choose the unit and discussion question that your teacher assigned. Read the question or questions carefully. If responding to another students post, read their response carefully. Click on Reply. Type your answer to the question or questions. Follow your teachers instructions on how to write a good reply.

If responding to another student, be sure to include their name so it is clear who you are responding to.

Read through your reply carefully: Click on Create New Thread. In the subject line, enter the name of the thread. Be sure to choose a name that indicates clearly what the subject of the thread is by including the unit number, for example. Write your comments. You cannot delete your writing after you click Post. Only the teacher can delete a thread or an individual response. Example Discussion Board Post Directions: Read the questions and the discussion board post. After that, answer the questions about the post.

Example Unit: Psychology Unit Question Discussion: What are the benefits of positive thinking? Describe someone you know who has a positive way of thinking. How is positive thinking good for that person? My grandfather has a positive way of thinking. He always smiles.

He has many friends, and he likes to visit them. His life was hard, but he is always happy because he is a positive person. Has the writer answered all the questions? Underline the part that you think answers the first question, and double-underline the part that answers the second question. Look at the first and last sentence of the post. What is the purpose of the first sentence? What does it tell you? What is the purpose of the last sentence? Find the examples for the first question, and number them.

Find the examples for the second question and number them. Overall, has the writer answered the questions completely and clearly? If yes, explain. If no, what can the writer improve? With a partner, or in small groups, brainstorm on one of the topics below. What ideas will you include in your post? Describe someone you know who has a negative way of thinking.

How is negative thinking bad for that person? Unit Question 1. Introduce the Unit Question, What is a good job? Ask students to brainstorm a list of jobs that Ask related information questions or questions they currently have or have had in the past e. Change the job names from verbs to nouns e. For example, ask: What makes your job clerical worker, landscaper, or cook and write them good? What could make your job better?

What duties on the board.

Include your own job. What would make you 3. Have students draw a grid on a blank piece of leave your current job for a new job? What would paper that is two squares high and three squares make you quit your current job? List the answers long. In each square, have students write one that students think of e. Above the grid, have fair boss on the board. Help with vocabulary as students write: Are you a?

If most students do not work, have them consider jobs they would like to have. Ask students to stand up and interview other students in class. They need to find other students 2. Label four pieces of poster paper with four in the class who do those professions by asking interesting answers to the question, What makes the question, Are you a? Place each paper in a corner of the room. When students find someone who answers yes to a question, that student must sign the 3.

Ask students to read and consider the Unit interviewers grid in the square where the Question for a moment and then to stand profession is written. Each students goal is to get in the corner next to the poster that best all six squares signed. If a student answers no to represents their answer to the question.

If a question, the student has to find a new student students stand by only one or two options, to interview. They cant ask one student two have some students stand by the answer that questions in a row. Tell them to choose a secretary to record the Reading and Writing 1, page 14 answers on the poster paper.

Critical Thinking Tip 5. Call on volunteers from each corner to share their opinions with the class. Keep the posters for students to refer back to at the end of the unit.

Read the tip aloud. Remind students that writing a label on examples of things they have already learned can also be a useful study aid. Put students in groups and have them consider can take initiative and get work done. Leadership whose opinions they value about how well they demands self-confidence.

Help students increase work e. Focus students attention on two opinion-makers: Students who do can contribute meaningfully to the marketplace. Draw a Venn diagram on the boardand have for their weaknesses. Begin each class with an students copy it on a piece of paper.

Label one I can statement e. I can learn circle Self and the other Boss. I can give clear directions. Continually 4. Have students brainstorm work-related values confirm students skills and dont allow them to talk that are important only to themselves e.

Constructive self- hardworking or honest. Place them in the Self criticism is okay, but students shouldnt become their bubble. Then have students brainstorm work- own worst enemies. Confidence is built step by step related values that are important only to their over time. Help students take one step every day by bosses e. Place them in the asking students to evaluate what they did right that Boss bubble. Note which bubble holds more attributes.

If it is the bosss side, ask: Why do the bosss opinions matters more than their own? If it is the selfs side, ask: Why are the bosss opinions not more valued? Have students think about which work- UNIT 2 related values are important to both themselves and bosses. Place them in the middle of the Venn diagram. Introduce the Unit Question, Why do people Reading and Writing 1, page 18 immigrate to other countries? Ask related information questions or questions about personal experiences B to help students prepare for answering the more 1.

Direct students to complete the sentences. Did you immigrate to this country? What were your reasons for leaving your 2. Put students in pairs to discuss their answers. What were your reasons for choosing 3. Choose volunteers to write their answers on your new country?

What did you bring with you? Tell students: Lets start off our discussion by listing reasons why people might immigrate. For example, we could start our list with finding work because many people look for jobs in new countries.

But there are many other reasons why people immigrate. What else can we think of? Reading and Writing 1, page 26 Tell them they have two minutes to make the lists and they should write as many words as possible. Critical Thinking Tip 4. Call time and ask a reporter from each group to E read the list aloud. Use items from the list as a springboard for 1.

For example: From our lists, we see 2. Tell students that restating also helps to ensure that people from other cultures may immigrate to that they have understood something correctly. Why should we learn about and should try to restate it to a classmate who has also understand these reasons? Country Bingo 1. Have students write or tell a personal story about their immigration experienceor the experience Preview the Unit of someone they know who immigrated.

Ask students to brainstorm the names of they dont have personal stories, ask students to countries using those in the book and those invent a story. Write those names on 2. Pair students up and have each student read or the board. Instruct students that they need to listen so 2. Instruct students to draw a three square by three that they can tell their partners story to another square grid on a blank piece of paper.

Model the student. Once students feel prepared, pair them with a 3. Inside of each square, students should write the new partner.

They must tell their new partner name of a country from the list on the board. In their previous partners story of immigration. Reading and Writing 1, iQ Online Resource 5. Draw one name at a time out of the bag and Unit Assignment call it out.

Have students mark the country on Plan their grids. Then start a new round.

Other books: PDF FILES MERGING

Ask for a volunteer to read the directions aloud. Remind students that the Unit Assignment is a good place for them to practice using the new vocabulary and grammar skills they have learned in this unit and that using unit vocabulary will help raise their Unit Assignment score. Direct students to complete the chart using information they brainstormed in A. Read the Unit Question aloud. Tell students to pass the paper and An important academic and professional skill is marker around the group.

Direct each group critical thinking and problem solving. What is one member to write a different answer to the of the most common problems English language question. Encourage them to help one another. New vocabulary. In order to extract understanding from a 4. Ask each group to choose a reporter to read the text, students have to confront new vocabulary and answers to the class.

Point out similarities and figure out ways to consider meaning in context. Thus, differences among the answers. If answers from students consult dictionaries, peers, and teachers. They can incorporates all of the answers. Post the list to ask themselves: What part of this word have I seen refer to later in the unit. What did it mean then? Where else can I find information that can unlock this words mysteries? Card Swap contextual clues, and other information that can help decode the words meaning.

Constant activation of Preview the Unit these critical thinking skills can help students more 1. Assign each student a number, Then ask each efficiently tackle future texts and gives them practice student to take out a small slip of paper and write with critical thinking and problem solving.

When everyone has their questions written, have the students stand up. Ensure that the questions are legible. UNIT 3 2. Explain the rules of the Card Swap activity: When I say, Go, youll find a partner. Then the second partner asks his or her question, and the first partner answers.

Unit Question and look for a new partner. The signal that you are 1. Introduce the Unit Question, Why is vacation looking for a new partner is that you raise your slip important? Ask related information questions of paper into the air. Continue until I say, Stop. You can participate in the activity as well.

At students prepare for answering the Unit Question. Ask students: Why do Reading and Writing 1, page 42 students and teachers need vacation? Why do you need vacation?

How does vacation help people do their jobs Preview the Reading better? Vacation Policy vacation? Is there anyone you can think of to whom vacation is not at all important? Why is vacation not Lead the class in a discussion of your countrys important to that person? What do you know about your countrys vacation policy? What do students know 2. Put students in small groups and give each group about your countrys vacation policy?

What are some a piece of poster paper and a marker. Unit Question similar to whats done in Reading 1. For example, 1. Introduce the Unit Question, What makes you if employees productivity levels are dropping, laugh? Ask related information questions or employers often collect and process data in order to questions about personal experiences to help develop a lasting solution to the problem.

In the classroom, you can help your students Ask about TV shows theyve seen, jokes theyve analyze and evaluate evidence regarding a problem heard, or fun activities theyve done to get them by a having your students select a problem they thinking about what they find funny.

Point out that be causing that problem, and c looking at that answers to the questions can fall into categories evidence to determine what solutions might best e. Give students a minute to silently consider their answers to the question and categories the class can use. Write each category at the top of a sheet of poster paper.

Elicit responses to the Unit Question from Reading and Writing 1, page 48 students that fall into these categories. Make notes Critical Thinking Tip under the correct heading. Post the lists to refer back to later in the unit. Read the Critical Thinking Tip aloud. Reading and Writing 1, iQ Online Resource. Critical Q: Joke Telephone. Interpreting Tables or Graphs Preview the Unit 1. Divide the class into three groups, and provide 1.

Explain that one of the traditions surrounding each with a written scenario that can be laughter is joke telling. Are jokes an important illustrated with a chart, table, or graph. Groups tradition in your culture? Divide students into three or four groups and line Examples: Write out three or four jokes on four pieces of More cities required businesses to offer paid paper. Three example jokes: He wanted to go to high 2. When each group has a scenario, have each school.

He stayed for two days and left on Friday. How is this possible? His horses name is Friday! Have each group present its graphic organizer to 3 Why is six afraid of seven? Because seven the class. The audience can give feedback on how atenine. This student reads the joke and then whispers it to the student in from of him or her.

Reading and Writing 1, page 82 Next, that student whispers it to the student in front of them. The joke is passed up the line, with Expansion Activity: Practice When Clauses one student telling another, until it gets to the first person in line.

The first person in line writes the A joke on the board. Have students practice crafting when clauses by dividing the board into two sections, one labeled 5. If the joke has changed lost or gained words situation and the other labeled action. Elicit situations as it was passed up the line, the student with from students and their accompanying actions e.

Then make corrections. For 6. Together, the class should try to figure out what example, they might write: When it rains, I need an makes the jokes funny. Read the directions aloud. Ask students to confirm Plan and Write their understanding of the activity by telling you what they need to do. Critical Thinking Tip 2. When students finish, check answers as a class. It helps to In our ever-increasing globalized world, ensure that no information is left out or misplaced.

When breaking the ice with new colleagues, humor Critical Q: Expansion Activity is an oft-used tool. However, humor does not always translate well, and something that one person thinks Outlining is funny can be seen by another person as rude. Explain to students: A popular way to prepare to That is definitely not the way to start a professional outline ones ideas is to use a cluster map.

In a cluster relationship! Have your students think this will become the topic sentence in the outline. Is it too soon 2. Then explain: Next, lines are drawn away from the to tell a joke when you are starting a conversation? Is circle and new, smaller circles are attached to the humor a good way to start a conversation? When is it other end of those lines. Inside each of the smaller not OK to tell jokes?

When is the right time to tell jokes? Perhaps someone you dont know well would not pointthese become supporting sentences in like some jokes you find funny, whereas a story or act of the outline. Have students draw a cluster map to brainstorm ideas for their Unit Assignment. In the middle of the large circle can be laughter, and in the smaller circles can be words such as jokes, friends, etc. Have students reference this cluster map to help them fill out an outline similar to the one in the Unit 5 Unit Assignment in the iQ Online Resources by expanding their ideas in the circles into complete topic and supporting sentences.

Then have students restate their topic sentence in a concluding sentence. Model how a sentence can be written by writing UNIT 5 a sentence on the board explaining how one of the video clips made you feel.

After all the video clips have been played, pair students and have them share their sentences. Ask related information questions or questions about personal experiences to help Critical Thinking Tip students prepare for answering the more abstract 1.

Unit Question. When do you play sports? What do you do after you play or watch sports? Learning to differentiate can help you you play or watch one sport when youre happy but a understand ideas better, improving your vocabulary different sport if youre sad?

Put students in small groups and give each group a piece of poster paper and a marker. Expansion Activity 3. Give students Differentiating a minute to silently consider their answers to 1.

Bring in various pictures of peoples faces that the question. Tell students to pass the paper showcase different emotions. Direct each 2. Show one picture at a time and have students group member to write a different answer to the write a word that summarizes the persons question.

Encourage them to help each other. Depending on 4. Ask each group to choose a reporter to read the proficiency levels in class, you may want to write answers to the class. Point out similarities and a list of adjectives on the board that matches the differences among the answers.

If answers from emotions in the pictures. After showing the pictures, show each one incorporates all the answers. Post the list to refer again, one by one, and have students reveal the back to later in the unit.

Discuss the concept of differentiation based upon the students answers. Bring in several video clips of exciting moments Brainstorm in sports e.

Refer students to the Self- 2. Play each video clip for the class and ask students Assessment checklist in the Unit Assignment to guide to describe how the video clips made them feel their brainstorming.

Direct students to write their by having them write one sentence for each ideas on the lines and then share them with a partner. Synthesizing, or making connections between 6.

Ask students to describe how their lives might be information and arguments, is a crucial workplace different if they didnt receive any information and academic skill. Labor costs are going down, but about any of the three categories.

Ask them to thinking skills are more important now than they ever have been. People who can look at a problem, consider both positive and negative effects. Evaluating Real-Life Help students practice synthesizing and making Information connections between information and arguments by presenting them with a problem or a series of Preview the Unit problems e. Bring in three different examples of information: Ask students to break apart the a users manual for a mechanical device, the problems into small pieces by asking questions: Why nutritional information label from a package of does this problem exist?

Who can help fix the problem? With review website with minimal information, such answers to these and other questions, students can as the restaurant names, start ratings, and the first brainstorm possible solutions and make connections line of a review for each restaurant.

Put students in three groups and give each group one of the items. Ask the groups to consider whether their item includes enough information, too much information, or not enough information and to explain their answers. Give the groups five UNIT 6 minutes to discuss their items. Have each group share their answers and the reasons for their answers with the class. When all three groups have shared their answers, Reading and Writing 1, page take a poll.

Unit Question item provides enough information, too much 1. Introduce the Unit Question, How much information, or not enough information. What kinds of Reading and Writing 1, page information do you see every day? Smart Shopping with that information? Give students a D minute to silently consider their answers to the question. Then ask students to work in pairs.

Put students in groups of three or four. Write this Write these categories on the board: Your Local question on the board: Then make a T-chart with the Tell the students to imagine that they can have headings Important and Not Important.

Ask the detailed information about only one of these groups to make their own T-charts. Have them categories for the next year. Direct students to discuss with their partners their reasons for choosing that category. Have students write their answers in the T-chart on the board.

Then discuss the chart as a class. Ask 4. Call on volunteers from each pair to share their students to explain why they think each product choice with the class. Make a tally marks under belongs in a particular category. Write these questions and sources of information on the board: What car should I download?

Tell students that they are going to create What classes should I take? Where should I live? Which job should I apply for? Should I live with a 2. Have students consider the reasons that they trust roommate? Should I quit my job? Why does my arm a particular product. Students who completed item hurt? Sources of Information: Students who completed item 1 might need 2.Celce- Murcia, D.

Ask related information 2. What is your first memory of being afraid? Help students increase work e. Encourage the reporter to give the best example UNIT 6 of the way in which one of the group members takes responsibility for the activity. Level 5: Call on volunteers from each side to share their points. Stop and Start After students have seen the video once without the sound, start the clip from the beginning again. Effective writing assignments in blended courses, both academic and ESL, seamlessly integrate discussion board writing prompts with the structure and content of the textbook or other class materials in one coherent framework.

EMELIA from McHenry
I do love studying docunments enormously . Also read my other posts. I have a variety of hobbies, like kitesurfing.
>