use key words, phrases, and sentences. Once they fill in the chart, explain that as they have already observed, ads include only important information to persuade customers that the product it is announcing is precisely what they need. Divide the board in three parts. Write the following headings on the columns: 1. Perfect life / 2. Music / 3. Words. Ask students to say keywords about each concept (1: happy families, friends, celebrities, glamorous; 2: jingle, memorable, catchy; 3: ads use powerful words like perfect, amazing, unbelievable, etc.). Remind students that advertisements use those tricks to persuade the customers. Product: Ads As you may recall, in this unit students will create an ad. In this lesson, they will choose the product they will advertise. Organize the class into teams, read the first instruction aloud, and give them some time to write their lists. Encourage them to use a bilingual dictionary to write the name of the products in English. Once they have their lists ready, read the second instruction and monitor to check which product each team chooses. 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 is the information presented in an ad? Ask the question again and encourage students to mention the different ways in which information is synthesized. Differentiated Instruction Activity 6: Use the Jigsaw Strategy to promote collaboration. Organize the class into teams and assign each team only one category from the chart. When all teams have their examples ready, invite them to share their answers with the class.
5 Look at the picture to predict what the ad is about. Then, read to answer the questions. (Possible answers)
a Which words are similar to words in your language? instant, pieces, fruit, creamy, organic, protein, ingredients
b What is the ad about?
a healthy food product (instant oatmeal)
6 Check the ads in this and the previous lesson and write two examples for each column. Then, answer the question. Ads that Use Only Key Words Ads that Use Key Words and Phrases Ads that Use Key Words, Phrases, and Sentences (Possible answers)
spicy potato chips deodorant
instant oatmeal stain remover
milk perfume
What do most ads use? key words and phrases
Reader What does pXEliFity do to get Pore FXstoPers? (pp. -2)
Step 2
Ads
• Write a list of products. • Vote to choose one. Self-evaluation
Re ect upon the following questions: • Could I explore ads to evaluate the e ect they have on readers?
• Which strategies did I use to understand them? What can I do to improve?
69 Unit 7
Achievement
Understand ads.
Teaching Guidelines • Use strategies to reinforce comprehension. • Contrast ways to synthesize information. Development 5. Look at the picture to predict what the ad is about. Then, read to answer the questions. To help students use strategies to reinforce comprehension, draw their attention to the picture in the ad and have them mention the foods shown (wheat, oats, fruits, milk). Ask: What type of food is that? (cereals, fruits, dairy). Are they all in El Plato del Bien Comer? (yes). Then, read the first question and have them scan the texts to find cognates. Finally, ask the second question and elicit the answer. 6. Check the ads in this and the previous lesson and write two examples for each column. Then, answer the question. To have students contrast ways to synthesize information, have them check all the ads they have seen so far to identify which of them use only key words, which use key words and phrases, and which
Unit 7
T69
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