Lesson
them repeat after you as you write and illustrate them on the board. 1. Look at the instructions below. Discuss where you think you can find them. 107 To get students to activate previous knowledge to anticipate the topic based on graphic and textual components, ask them to look at the instructions and guess where they are from. Ask them to decide in pairs. Then elicit answers from the whole class. 2. Who do you think uses this process? In this activity, students analyze textual components and key words to determine purpose and audience. Ask them to look at the three options and select who uses the process. You could add that while a doctor and teacher might have to solve problems using the process from time to time, it is an engineer’s job to design things that work better. Differentiated Instruction For this activity you can use the Choral response to allow shier students to participate. 3. Work in pairs. Say how pictures can help us follow instructions. Match each picture with an instruction in Activity 1. The aim of this activity is for students to determine the function of graphic components, associate graphic and textual components, and interpret actions illustrated in graphics and associate them to steps. Ask students to look at the icons and associate them to the steps in the previous activity. You could add in a step to scaffold more by asking students to underline the actions words in the instructions first. When you check, first elicit the action in each instruction, and then ask students which picture goes with it. You could write the verbs on the board, and ask students to explain or act them out to check understanding. Differentiated Instruction For this activity you can use the Speedometer to allow students to show you if they need more or less support. Take this into consideration when you group students in the next lesson. 4. Work in pairs. Reflect on the words that help us to organize instructions. Look at the circled words in Activity 1. Do they help us organize steps? You could organize pairs. Then, draw students’ attention to the circled words in Activity 1. Make sure students understand meaning and have students reflect on their use in instructions to follow a sequence.
What Problem Can You Solve?
Social Practice of the Language To follow information from an illustrated guide to solve a problem. Achievements • Explore short illustrated guides. •Interpret information to follow steps. •Write instructions. Product: A Short, Illustrated Guide Academic and Educational Environment
Look at the instructions below. Discuss where you think you can find them. 107
1
How to Solve a Problem
1 First, identify what the problem is. 2 Then, think of di erent ideas that can be used to solve the problem. 3 A er that, plan and draw a solution . 4 Next, build the solution.
5 Then, test it and see what is good and bad about it. 6 A er testing the solution, repeat steps 3-5 to make it better. 7 Finally, share the solution.
2 Who do you think uses this process?
a a doctor
b an engineer
c a teacher
3 Work in pairs.Say how pictures can help us follow instructions.Match each picture with an instruction in Activity 1.
a
b
c
d
e
f
g
4 Work in pairs. Reflect on the words that help us to organize instructions. Look at the circled words in Activity 1. Do they help us organize the steps?
26 Lesson 1
Achievement Explore short illustrated guides. Teaching Guidelines • Anticipate the topic based on graphic and textual components. • Analyze textual components and key words to determine purpose and audience. • Evaluate patterns used to link and organize information. • Determine the function of graphic components. • Associate graphic and textual components. • Interpret actions illustrated in graphics and associate them to steps. Development What problems do you have in your daily life? Write on the board: What problems do you have in your daily life? You can ask students to work in pairs and share their ideas before sharing with the whole class. If students can’t come up with ideas, help them brainstorm ideas like: What can you try to do better? What new things can you try? What makes your life difficult or takes a lot of time? At this point, you may allow some Spanish words to help them feel more confident to express themselves, but always provide them with the words or phrases in English and have
Unit 3 • Activity Book p. 26
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