Lesson
understand. Before checking the answers, have them write another question of their own on the last line and have them ask this to a partner. Then check the answers as a class if they need it, encourage to do research on the topic. Differentiated Instruction For this activity you can use the Group Based Goals strategy and provide the first one or first two words to support weaker groups. 2. Work in pairs. Say how you think the water filter is made. Then read the steps and put them in the right order. 107 For students to contrast the order of steps in a sequence and valuate how to write steps and order them in a sequence, ask them to first read the steps and try to see which part of the picture each step refers to. Then ask them to order these. As you check answers, ask students to imagine and act out the steps. Write the correct order of the steps on the board so students can double check. 3. Work in groups. Rewrite the steps in Activity 2 using linkers such as: first , then , then , after that , or finally , where appropriate. It is suggested to organize pairs to have them rewrite the steps using their own words. Again, check the meaning and use of linkers. Listen to volunteers reading their instructions. Create a respectful atmosphere so that students respect each other’s turns.
Lesson
1 Work in pairs. Look at the diagram. Read the questions and take turns to ask and answer them.Write the answers below.Then write another question and answer it. 107
How to build a water filter
1 What can you see in the picture?
dirty water
peebles and rocks
2 What does a water lter do?
bottle top
3 How does it work?
coarse sand
ne sand
4 What is coarse and ne sand?
co ee lter
5
bottle lid bottle bottom
clean water
2 Work in pairs.Say how you think the water filter is made.Then read the steps and put them in the right order. 107
1
Cut a big plastic bottle in half. Fill the next quarter of the bottle with coarser sand.
Put a co ee lter over the opening of the bottle and replace the lid. Fill the bottom quarter of the top part of the bottle with fine sand. Make a small hole in the lid. Add small rocks to the third quarter of the bottle. Put the top half of the bottle upside down in the bottle half. You can now add dirty water to the bottom and wait for clean water to come out at the bottom.
8
3 Work in groups. Rewrite the steps in Activity 2 using linkers such as: first , then , next , after that , or finally , where appropriate.
28
Achievement Interpret information to follow steps. Teaching Guidelines • Ask questions to analyze content. • Use contextual clues to infer meaning of words. • Contrast the order of steps in a sequence. • Evaluate how to write steps and order them in a sequence. Development Have you solved a problem this week? Ask students: Have you solved a problem this week? You could provide a simple example of your own to set the tone; e.g.: My table moved all the time, so I put a piece of paper under one of the legs . Elicit some answers from the class. 1. Work in pairs. Look at the diagram. Read the questions and take turns to ask and answer them. Write the answers below. Then write another question and answer it. 107 Organize students into pairs. Draw their attention to the diagram and ask what a water filter might be. Direct them to the glossary page 107 to check the meaning of fi lter . Tell them to answer the questions on the right side together. Monitor walking around to check if there are questions or words they do not
46 Unit 3 • Activity Book p. 28
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