delicious, the oldest, etc. / sensory words: colorful, spicy, oily, etc. / adjectives: fresh, juicy etc.). 5. Find descriptions in the infographics from this and the previous lesson that mean the same as the ones below. Students will continue working in pairs to compare ways to express descriptions. When all teams have finished, ask: Which of the two descriptions do you prefer? Why? Explain that although they mean the same, the second ones are more attractive and that’s why they were included as a headlines. Remind students that Mexican cuisine changed after the Spanish conquest. Ask them what the Spanish introduced into Mexico (pork, chicken, beef, sheep, dairy products, fried foods). Tell them to recall the other factor of change in the 19th century (immigration; there was a mixture with French, German, Chinese, and Italian cuisines). Product: Infographic In this lesson, students will write the description for their headline. Organize the class into teams, read the first instruction aloud, and give them some time to share the information they brought and identify key words (they may circle them in the texts or write them down in their notebooks). Then, read the second instruction and have them follow the models included in this and the previous lesson to write their descriptions considering both the information they have and who will read their infographic (audience). This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. How can you imagine things you don’t know? Invite students to answer the question. This time have them include the information they learned in this lesson related to descriptions.
4 Write examples from the infographic on the previous page. 119
(Possible answers)
Ways to Express Present Tense
A rmative (existence):
Negative (state of being):
Simple Present
Simple Present A rmative (plural):
Present Progressive A rmative:
A rmative (singular): Chile comes from Nahuatl chilli .
People are creating new varieties around the world.
There are more than 50 varieties in Mexico.
The hottest varieties are not Mexican.
They help to burn calories.
5 Find descriptions in the infographics from this and the previous lesson that mean the same as the ones below. 119
Description in the Infographic
Description
The tamale, a food we still eat, comes from pre-Hispanic times. Mexico’s avor is marked by chili pepper.
Reader Why did 0e[iFan FXisine Fhange? (pp. 1-1)
The Tamale Spongy and delicious pre- Hispanic food that is still alive Chili Pepper Mexico’s most amazing avor
Step 2
Infographic
• Check the information you brought and identify key words. • Write a description for your headline. Self-evaluation Re ect upon the following questions: • What did I do to interpret written information in illustrated texts?
• Did I understand everything I read? What can I do to improve?
89 Unit 9
Achievement
Interpret written information in illustrated texts.
Teaching Guidelines • Classify ways to express present tense. • Compare ways to express descriptions.
Development
Learning to Know 119
Go to page 119 in the Activity Book. Read aloud and explain the squares in the graphic organizer. 4. Write examples from the infographic on the previous page. Organize the class into pairs and have them scan the infographic on page 88 to find examples for each of the ways to express present tense. Draw the chart on the board and have volunteers write their answers. Learning to Do 119 Explain that the aim of writing descriptions is to give details about something. Go to page 119 and elicit examples for each category (superlatives: the most
Differentiated Instruction
Activity 4: Use the Jigsaw Strategy to promote collaboration. Assign one column to each pair and then have them share their answers with the class.
Unit 9
T89
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