Lesson
to write instructions from graphic resources. Monitor while they work to check. When all teams have finished, divide the board into two halves and invite teams to write their instructions. Finally, ask them: Are they the same instructions you researched for homework? Elicit answers. 2. Write some other instructions using the information you researched. As students researched information for homework, they may have some other instructions, different from the ones shown in the images. Encourage teams to write at least two. Learning to Do 113 Go to page 113 in the Activity Book and read aloud the information provided. Explain to students that there are some procedures in which the steps must follow a sequence; in those cases, they may use the first list of connectors. Tell them that there are also some other cases in which instructions don’t need to follow a specific sequence; in those cases, the second list of connectors might be useful to link them. 3. Use connectors to order your steps. Check the information provided on page 113 in your book. Help teams organize instructions in logical sequence using connectors from page 113. Ask: Do you think the steps in these procedures must follow a sequence? (yes, for example, you cannot rinse if you haven’t cleaned). Which list of words would you use? (the first). Do you have instructions that use the same verb? (yes). Explain that they can put all the instructions together in one single paragraph. Give teams some time to write their instructions using connectors while you monitor to offer help. Check by asking each team to read their instructions aloud; every time, ask one volunteer to mime as if he/she is following each of the steps. Differentiated Instruction Activities 1-3: Use the Think-Pair-Share Strategy within the teams; encourage pairs of students to support each other. One of them may tutor the other to improve their English skills, while the other may contribute designing the poster or creating graphic resources.
Lesson
1 Look at the pictures and choose the one that corresponds to the theme you selected. Write the instructions. (Possible answers)
• 1VU MJRVJE TPBQ JO ZPVS QBMN • 3VC QBMN UP QBMN • 3VC UIF CBDL PG UIF IBOE • 3VC CFUXFFO mOHFST
• 1VU TPNF QBTUF JO ZPVS CSVTI • #SVTI JOOFS QBSU PG UIF UFFUI • #SVTI NPMBST CBDL BOE GPSUI • #SVTI PVUFS TVSGBDF PG NPMBST with a circular motion. • #SVTI VQQFS UFFUI EPXO
• 3JOTF ZPVS IBOET • %SZ ZPVS IBOET
2 Write some other instructions using the information you researched.
(Possible answers) Clean your tongue. 3JOTF ZPVS NPVUI
Clean tips of your ngers. 3VC ZPVS XSJTUT
3 Use connectors to order your steps. Check the information provided on page 113 in your book. 113 (Possible answers) First, put some paste in your brush. Then, brush upper teeth down, lower teeth up, and molars with a circular motion. Next, clean your tongue. Finally, rinse your mouth. / First, put liquid soap in your palm. Then, rub palm to palm, tips of ngers, and each wrist. Next, rinse your hands. Finally, dry your hands.
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Achievement
Write instructions using graphic support.
Teaching Guidelines • Write instructions from graphic resources. • Organize instructions in logical sequences. Development How can you help others take care of their health? Ask students: How can you help others take care of their health? and encourage them to share their ideas. At this point, you may allow some Spanish words to help them feel confident enough to express themselves, but always provide them with the words or phrases in English and have them repeat after you. 1. Look at the pictures and choose the one that corresponds to the theme you selected. Write the instructions. Tell students to get together with the same team they worked in the previous session. Have them recall the theme they chose and read instructions aloud. Draw their attention to the pictures and encourage them
Unit 3
T32
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