Differentiated Instruction For this activity you could provide the words to be used in the questions for struggling students to unscramble. 7. Work in pairs. What words can we use to talk about necessity in instructions? Write the words in the box on the line below. Ask students to first look at the words and in their notebooks order the words and expressions according to their level of necessity. Then ask students to look at the Appendix and check their answers. Learning to Know 113 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. Ask students to discuss the question: What is an action plan? Explain that it is a plan used to describe how you are going to act; in this case, in order to reach your goals. Action plans describe very specific actions. You could ask students to come up with a very simple action plan for a goal like passing a test.
5 Tell your group if you have ever grown a plant from a seed. 6 Read sentence a and look at the crossed-out word.This word is extra. Read sentences b, c, and d to find the extra word in each and cross them out.Then write the questions like in a.
a The paper towel shouldn’t to be too wet. b You don’t have keep it in the sun, but if the plastic bag is warmer, the seeds will grow faster. c Yes, you can plant a sun ower in pot. d No, you don’t need to water to the sun owers if it rains. How wet should the paper towel be? ✘
What verbs help us to express necessity or possibility? For information about this theme, go to page 113. 113
7 Work in pairs.What words can we use to talk about necessity in instructions? Write the words in the box on the line below. 113
should
don’t have to
can
need
don’t
need to
not necessary
completely necessary
Reader What is an action plan? (pp. 35-37)
Step 3
• Work in small groups. What words do you need to describe steps? • Write down four useful expressions to describe steps. • Copy and illustrate each expression on strips of paper. Self-evaluation (Check the box or boxes.) I know words to describe steps. I can write four expressions to describe steps. Tip: If you don’t remember the words, go back to Activities 1, 6, and 7. A Short, Illustrated Guide
31 Unit 3
Product: A Short, Illustrated Guide In this lesson, students will write four useful
Achievement Interpret information to follow steps. Teaching Guidelines • Ask questions to understand how to follow steps. • Reflect on how steps are written. • Analyze absence or presence of unnecessary words. Development 5. Tell your group if you have ever grown a plant from a seed. Monitor and make note of students who have grown a seed. Ask them what kinds of seeds they grew and if they can remember if the plants became big. 6. Read sentence a and look at the crossed-out word. This word is extra. Read the sentences b, c, and d to find the extra word and cross them out. Then write the questions like in a. Read the sentence aloud together. Elicit why the word to is extra and explain. After that, ask students to give you the question for that answer. Write their ideas on the board and choose the correct one to explain why. Direct them to the second answer so as to guide them forming the other ones independently. Check as a class.
expressions to describe steps. Organize the class into groups, read the first instruction aloud, and have them look at the instructions from this lesson. Monitor while they work to check progress. This activity will be your third evidence in this unit; ask students to file it following the procedure of your preference. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
Unit 3 • Activity Book p. 31
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