them some time to compare the objectives of graphic resources and symbology in instructions by performing the task. 7. Analyze the instructions given to take care of the flu in the two dialogues. Discuss the differences with your class. Students will continue working in pairs to read both dialogues in order to analyze differences in the way instructions are expressed in different countries. Once they find them, explain that English is spoken differently in different countries, the same as other languages, and invite pairs to share the differences they found with the class. Elicit some differences they can think of in their native language. Finally, ask the question in the Time to Shine! box and encourage different students to share their answers. Discuss the question related to the text from the Reader’s Book. First, ask if fruit and vegetables are healthy (yes). Then, ask if it’s the only important thing in our diets (no). Finally, tell them to mention other recommendations taken from the Dos and Don’ts. Product: Poster In this unit, students will create a poster with health instructions. In this lesson, students will create a repertoire of words and expressions related to health care. Organize the class into teams, read the instructions aloud, and give them some time to check the texts included in this lesson to select their words. Then, encourage them to say expressions in Spanish, write them on the board, and invite the class to use a dictionary or online reference tools to look up the terms in English. This activity will be your first evidence in this unit; once they have their lists ready, ask students to file them 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. What is the difference between good health and poor health? Invite students to answer the question in English using the words they learned during this lesson.
5 Work in teams to discuss which the flu symptoms and signs are. Use body language to show them to your class. 6 Circle the pictures that show symptoms and signs, and draw a rectangle around the ones that show instructions.
7 Analyze the instructions given to take care of the flu in the two dialogues. Discuss the differences with your class. British English American English I think I caught the Űu
I think I caught the Űu Well Zou should rest a lot If Zou feel WerZ Cad go to the drugstore and CuZ this medicine its ŰaWor is terriCle Cut it will help Zou feel Cetter
Well Zou should rest a lot If Zou feel WerZ Cad go to the chemists shop and CuZ this medicine its ŰaWour is terriCle Cut it will help Zou feel Cetter
š Which instructions are given for the flu in your country? Time to Shine!
Reader Does eating healthy mean only eating fruit and vegetables? (pp. 29-31)
Step 1
Poster
• $heck this and the preWious page and create a list with words and eYpressions related to health care Self-evaluation 3eŰect upon the following Ruestions • Which strategies did I use to eYplore instructions to take care of health?
• Was I aCle to understand them clearlZ? What can I do to improWe?
27 Unit 3
Achievement
Explore instructions to take care of health.
Teaching Guidelines
• Compare the objectives of graphic resources and symbology in instructions. • Identify differences in the way instructions are expressed in different countries. Development 5. Work in teams to discuss which the flu symptoms and signs are. Use body language to show them to your class. Organize the class into small teams, read instructions aloud, and explain to them the difference between signs and symptoms: a sign is visible and can be measured (e.g.: fever, redness) and a symptom is not (e.g.: fatigue, pain). Give them some time to agree on which team member will present and then invite each of them to the front to show signs and symptoms to the rest of the class. 6. Circle the pictures that show symptoms and signs, and draw a rectangle around the instructions. Organize the class into pairs and draw their attention to the pictures. Read instructions aloud and give
Unit 3
T27
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