7. Read the text again. Look at the diagram. How was it completed? What is it for? Discuss with your partner. You could organize pairs to have students analyze the text and the diagram so that they can evaluate with what information it was completed. Have students give you answers to the questions. Differentiated Instruction For this activity you can turn this activity into a Jigsaw for struggling students, where some students find words related to buildings and structures, and the rest of the students focus on nature words. They then share to help each other complete both charts. 8. You can use your glossary to find the meaning of some words in the text. How else can you check the meaning of new words and phrases? 108 Ask students to work in small groups and make a list of things they can do. When all groups have at least two to three ideas, ask them to go to the Appendix. Learning to Learn 115 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: How do you think India is different from Mexico? Note down some ideas so that you can revisit them once
5 What do you expect to read about next in the story?
6 How did the boy or girl in the story feel? How would you feel on that trip?
7 Read the text again. Look at the diagram. How was it completed? What is it for? Discuss with your partner.
sea water
Bosphorus Bridge: very long
big, flat city with different lights
little traditional cafes
mountains
Nature
desert
Buildings and structures
camels
115
museums
What strategies do you know to find the meaning of new words? For information about this theme, go to page 115.
hotel, window
mosques
8 You can use your glossary to find the meaning of some words in the text. How else can you check the meaning of new words and phrases? 108 115
Reader How do you think India is dierent from Mexico? (pp. 53-55)
Step 1
Comparative Chart
• Work in small groups. What do travel stories include? • Write down ve words or phrases from this lesson that you expect to nd in travel stories. • Copy each word or phrase on strips of paper. Self-evaluation (Write True or False.) • A short travel story includes natural aspects and cultural expressions of places. • A diagram can show us examples and descriptions of a text. Tip: If you are not sure of your answers, go back to Activities 3 and 7.
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Achievement Explore short travel stories. Teaching Guidelines • Link stories and personal experiences or emotions. • Practice scanning. • Analyze ways of checking meaning of new words and phrases. Development 5. What do you expect to read about next in the story? Ask students to predict what happens next. Monitor and ask students for more details: Why do you think this is going to happen? How or where will it happen? Then you can divide students again, so they work with other people from other groups, and share their ideas from the first round. 6. How did the boy or girl in the story feel? How would you feel on that trip? In this activity, students will link stories and personal experiences or emotions. Ask students to discuss the questions in pairs. Elicit words from different pairs and write them on the board. You can ask: How do we know that he or she was excited? We know because they were admiring the city and looking forward to other things on the trip; they couldn’t fall asleep. When eliciting answers for the second question, emphasize how everyone has a different opinion and that’s fine.
you have read the complete story. Product: Comparative Chart
In this lesson, ask students to write down five words or phrases commonly found in travel stories. Monitor and check (make sure the words are relevant to travel stories) and then ask them to copy their expressions onto strips of paper. This will be your first piece of evidence. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! 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 5 • Activity Book p. 47
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