Lesson
and title. Ask them to look at the picture and the title and work in pairs to predict what happens in the story. Elicit some ideas from volunteers. 2. Read the story quickly and check your answers in Activity 1. In this activity, students will practice scanning. Tell them to read as quickly as they can, and that they don’t need to worry about remembering details. They just need to check if their ideas were right. 3. Read the story again and check what is not included. In this activity, students will read for gist and also compare common elements and structures of a travel story. Ask students to read again and tick the boxes of the things that are not included. You could read the first option together as a class and then ask students if a place is described (yes). Elicit the place (the city of Istanbul). Ask them to do the same with the rest of the options and to only check the ones that are not included in the text. To check answers, ask students to raise their hand for each option they checked, as you read the options out loud. Differentiated Instruction For this activity you can ask students to make a Bubble Map of the different sections of the reading; e.g.: description of city, lights, bridge in P1. 4. Where can you find or read a story like this one? In order to analyze the topic, audience, and purpose, ask students to work in pairs. Ask them to think where they could find and read a story like this one. Ask pairs to compare their ideas with another pair. Then ask students to share ideas with the rest of the class.
How Can You Compare Your Country to Others?
Recreational and Literary Environment
1 Look at the picture and the title.Tell each other where you think the story happens and what happens in the story. 108
Social Practice of the Language To read a short travel story to discover natural aspects and cultural expressions. Achievements • Explore short travel stories. •Complete a guided reading. •Distinguish and compare natural and cultural
similarities and dierences. Product: Comparative Chart
It was really late when we arrived at our hotel in Istanbul. I couldn’t believe the city
lights; so many and such di erent colors. In particular, I couldn’t stop looking at the Bosphorus Bridge. It is more than a thousand meters long! Below it I could see its changing lights re ected on the sea water. The city was much bigger than I could ever imagine. It felt like I could see for kilometers into the distance. Everything looked so at, not like the mountains where I am from. Even though it was very late, I felt wide awake. I got up and just looked out of the window for hours. The next day my parents wanted to go to museums, drink Turkish co ee in little traditional cafés, visit mosques , and watch a folk -dance show. I was even more excited about the following day. We would go to see a camel dance. I was promised that the camels dance around each other a little and make people laugh. It sounded like a lot of fun to me! When I nally fell asleep, I had a very real dream. I was in a desert, and there was a man sitting in the middle of the desert playing a strange instrument, almost like a small guitar. Then a camel came out of nowhere. It was coming straight towards me, and it looked angry.
2 Read the story quickly and check your answers in Activity 1.
3 Read the story again and check what is not included.
description of places description of feelings
description of time descriptions of people
4 Where can you find or read a story like this one?
46 Lesson 1
Achievement Explore short travel stories. Teaching Guidelines • Anticipate content based on images and titles. • Analyze topic, audience, and purpose. • Compare common elements and structures of a travel. • Practice skimming. Development How can you compare your country to others? Write on the board: How can you compare your country to others? You can ask students to first think of different countries they know about and make a list in small groups. Then ask them to try to think what some differences and similarities are between their country and the countries on their list. Allow some Spanish words to help them feel more confident to express themselves, but provide them with the words or phrases in English and have them repeat after you as you write and illustrate them on the board. 1. Look at the picture and the title. Tell each other where you think the story happens and what happens in the story. 108 Get students to anticipate content based on the image
Unit 5 • Activity Book p. 46
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