Lesson
2. Answer the questions. Organize the class into pairs. Read each question aloud to make sure they understand all of them and give them some time to answer suggesting plausible alternatives to infer the daily activity described in Activity 1. Monitor to offer any help they may require and check by asking pairs to read their answers aloud. 3. Read the description and guess the activity. Students will continue working in pairs. Read the instructions aloud and have them perform the task. Check orally. 4. Fill in the gaps. To have students contrast the purpose and audience for which the descriptions are intended, ask: Do the descriptions on this page have the name of the activity they are describing? (no), What is their objective then? (to guess the activity). Next, draw their attention to the graphic resources and ask: What is the difference between Activity 1 and Activity 3? (Activity 1 has more text and no images, and Activity 3 has few words and images). Then, read the paragraph aloud and elicit the answers from your class. Differentiated Instruction Activity 2: Use the Bubble Map Strategy to help students with vocabulary. Before they start working on the activity, draw a circle in the middle of the board and write: Activities That Can Be Done in the Kitchen. Then, elicit the activities from students and draw one circle for each around the one in the middle. Tell students they may use these words to answer.
What Do Our Everyday Activities Say About Us?
Social Practice of the Language To describe daily activities for others to try to guess Achievements š ([plore and listen to desFriptions. š ,nterpret desFriptions. š &oPpose desFriptions and play at desFriEing aFtiYities. š 3lay at desFriEing aFtiYities. Product: *Xessing *aPe %ased on 'esFriptions Recreational and Literary Environment
1
Follow the reading.
15
a I do this activity in the kitchen. b I wear an apron to do it. c I always use water, soap, and a scrub sponge to do it. d I wear gloves to do it.
2 Answer the questions. a Which activities can be done in the kitchen? (Possible answers)
eat, cook, wash the dishes, bake, clean
b In which activities do you need to wear an apron?
cook, wash the dishes, bake, clean
c In which activity do you use water, soap, and a scrub sponge?
wash the dishes
d In which activities do you need to wear gloves?
wash the dishes, bake, clean
3 Read the description and guess the activity.
I do this activity in my
.
I need a
and a
.
do homework
I also need
.
The activity is:
4 Fill in the gaps.
(Possible answers)
guess the activity
The purpose of both descriptions on this page is to
small children described
. I think that the description in Activity 3 was written
for
because it includes pictures and has fewer words
than the one in Activity 1.
46 Lesson 1
Achievement
Explore and listen to descriptions.
Teaching Guidelines • Follow the reading of descriptions about daily activities without mentioning the name of the activity. • Suggest plausible alternatives to infer a daily activity. • Contrast the purpose and audience for which the descriptions are intended. Development What activities do you do every day? Ask aloud the question: What activities do you do every day? and invite students to use mimicry to answer. 1. Follow the reading. 15 Ask students to go to page 108 to check the Glossary words corresponding to this unit. Invite some volunteers to read the definitions and elicit sentences using each of the words. Then, tell them to open their books on page 46. Read the instructions aloud and play Track 15 for them to follow the reading of descriptions about daily activities without mentioning the name of the activity.
Activity 4: Use the Choral Response Strategy to encourage shy students to participate.
Unit 5
T46
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