will be on suffixes. Ask students if they remember what scanning was from the first lesson. Ask them to scan the text and complete the words. Ask them to double check to see that they have spelt them correctly. Differentiated Instruction For this activity you can use the Mini Lesson strategy to help students review scanning skills. You can first ask them to scan the classroom for objects, before you focus on text. 7. Is anything in the story different to how you imagined an African country? Ask students to reflect on their perceptions of Africa and if these have changed after reading the story. Elicit ideas from volunteers. 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. Elicit answers and write them on the board to summarize the class’s opinions. You can categorize the examples into geographical zones. After reading, ask students to discuss which of the activities they would enjoy the most in groups. You can ask students to “vote” and make a chart representing students’ opinions. Product: Comparative Chart In this lesson, students will write five words or expressions that describe culture or nature. Organize the class into small groups, read the first instruction aloud and have them follow the models included in this lesson to write their words. 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 activity will be your second piece of 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.
5 Work in pairs.How long was the trip? What places did they visit? What did they do? Complete Days 3 and 4.
Time
Day 1 (Jan. 2nd)
Day 2 north
Day 3
Day 4
Place
Cape Town
see the carnival
took a train
Action
6 Complete the chart with natural aspects and cultural expressions.
ea r th
flat,
oc large ball of
colo r celeb r at
i nte r est i h i sto r
ca r n
hyenas, l i ons, cheetahs, w i ldebeest
Natu r e
Cultu r e
beaut i
usual
an i mals
7 Is anything in the story different to how you imagined an African country?
• Where do most people want to travel to where you live? Time to Shine! Comparative Chart
Reader Which of the activities would you enjoy the most? (pp. 56-58)
Step 2
• Work in small groups. What kinds of descriptions to travel stories include? • Choose at least ve words or expressions that describe culture or nature. • Copy the words or expressions onto a diagram. Self-evaluation (Answer the question.)
• Did you order and match pictures to paragraphs? Tip: If you answered No, go back to Activities 2 and 3.
49 Unit 5
Achievement Complete a guided reading. Teaching Guidelines • Use diagrams to contrast actions according to time and place that they are carried out. • Organize natural aspects and cultural expressions with diagrams. • Check spelling by comparing words with others. Development 5. Work in pairs. How long was the trip? What places did they visit? What did they do? Complete Days 3 and 4. In this activity, students will use diagrams to contrast actions according to time and place that they are carried out. The time and place are provided, and the chart is organized in chronological order. Students have to identify the actions that happen in each place. Ask students to read the text again and circle the answers in the text. Monitor and offer tips. Then ask volunteers to write the main actions on the board. 6. Complete the chart with natural aspects and cultural expressions. Students will organize natural aspects and cultural expressions with diagrams while checking spelling by comparing words with others. In this case, the focus
Unit 5 • Activity Book p. 49
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