give me that show you your dog loves you? Do you think cats love people too? Have students practice reading the news as reporters. Ask for volunteers to do this in front of the class. Differentiated Instruction For this activity you can use the Open-ended Question strategy .to guide students with questions like: What did you like about the article? How did it make you feel? 8. Answer the questions in groups. Then say if the questions made you think about the article differently. 107 This activity will help students to answer critical questions to express their opinions. Monitor and use guiding questions like: Who else is affected? What can we do for dogs to be happier? At the end, ask them if their opinions have changed. Learning to Learn 114 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. Time to Shine Ask students to work in small groups and elicit some ideas, and then give students more time to discuss the questions about their specific context. Ask students to discuss what their reaction to those news articles would be if it was happening in their school. You could ask students to discuss the topics in more detail; e.g.: Do you think schools should only sell healthy food? Do you think there should be competitions? Do you want to know Organize the class into groups, read the first instruction aloud and have them follow the models included in this lesson to write their questions. Students can copy some of the existing questions from the lesson. Monitor while they work to check all their writing. Once you have checked them all, read the second instruction and monitor while they copy them onto cards.This is your second piece of evidence. 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. more about your teachers? Product: Questionnaire
6 Read the sentences. Share examples of your own experiences about the sentences. a Scientists have done tests in order to see how dogs feel about their owners. b We know that dogs feel happier when they hear and smell their owners because there are changes in their brains. c Dogs come to us when they feel scared so that we can help them.
7 Tell each other what you think about the article on page 38.Then, read it aloud in turns as if you were reading the news.Would you change anything?
114
Do you think it is important to think about the news
before giving an opinion? For information about this theme, go to page 114.
8 Answer the questions in groups.Then say if the questions made you think about the article differently. 107 114
a Who is affected by this news? b What can we do to make a positive change? c When can this idea be a problem? d Why is it important for people to know this? e How else can we use this information?
• What kind of news is the most important where you live? Why? Time to Shine!
Reader How would you feel about the news if it was in your school? (pp. 44-46)
9 Are written news different to spoken ones? Discuss with your partner.
Step 2
Questionnaire
• Choose four questions to help you think about a news article. • Copy the questions onto strips of paper. Self-evaluation (Answer the questions.) • Are written news di erent to spoken ones? • Are pronouns used to avoid repetition? • Is present perfect used to talk about recent events? Tip: If you are not sure of your answers, go back to Activities 3 and 9 and to the Appendix on page 114.
39 Unit 4
Achievement Understand the news. Teaching Guidelines
• Answer critical questions to express opinions. • Contrast expressions to link reasons or results. Development 6. Read the sentences. Share examples of your own experiences about the sentences. In this activity, students will contrast expressions to link reasons or results. Ask students to read the sentences. When you check, analyze the structures on the board. You can use the following to summarize:
S + V (result)… because S + V (reason) S + V (reason)… so that S + V (result) S + V (reason)… in order to V (result)
Ask students to share their experiences. Model the activity by providing examples of your own experience; e.g.: I know that my dog wags her tail when I get home . 7. Tell each other what you think about the article on page 38. Then, read it aloud in turns as if you were reading the news. Would you change anything? Use questions to encourage students to talk about it more and personalize it, like: What examples can you
Unit 4 • Activity Book p. 39
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