6. Work in pairs. Use your own words to tell each other the same information on one of the other cards. Ask students to paraphrase the first sentence of the first card. Tell them they can use Activity 5 to help them. Write the example sentence on the board; e.g.: The Mexican tetra, or blind cave fish, lives in Mexico . Then ask students to work in pairs and do the same with the other sentences. Monitor and offer corrections. Refer to the sentences in Activity 5 to help students; e.g.: It is a small animal. How can you change it to be true for the fish? ICT Box
4 What other exhibits do you expect to find in the museum?
5 Read the information on the sentences. Is the information the same or different to the one in the cards?
• The star-nosed mole lives in holes. • It is found in northern parts of North America. • It is a small animal. • It is roughly the same size as a hamster. • It has twenty-two pink feeling pieces on its nose. • It uses them to “see” things. • It can do this faster than a human can see. • Its sense of smell works even underwater.
6 Work in pairs.Use your own words to tell each other the same information on one of the other cards.
Reader Which of the two things seems stranger? Why? (pp. 65-67)
Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them.
ICT Box To learn more about a museum go to shorturl.at/HLNX7
Step 1
• Work in small groups. What kinds of information can you nd in museums? • Write down ve words or phrases from this lesson that you expect to nd in museums. • Copy each word or phrase on strips of paper. Self-evaluation (Check the box.) I can identify the kind of information that we can find on museum cards. Tip: If you are not sure, go back to Activities 1 and 5. Museum Cards
Ask students to discuss the questions in groups: Which of the two things seem
stranger? Why? Monitor and ask students to imagine their grandparents using these things. Ask students to first share their personal responses with their groups and then elicit some responses from volunteers. Product: Museum Cards In this unit, students will create museum cards for an exhibit. To do this, they will make cards with useful language, questions to guide information searches, paraphrased information, and notes. In this lesson, ask students to write down five words or expressions commonly found in museums. Monitor and check (make sure the words are relevant to museums) and then ask them to copy their expressions onto strips of paper. This activity will be your first piece of evidence in this unit; ask students to file the list following your procedure of preference; remember that portfolios can take the form of a physical file or be kept in digital form. 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.
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Achievement Explore museum cards. Teaching Guideline • Retell the order in which information is presented. Development 4. What other exhibits do you expect to find in the museum? Ask students to work in pairs and imagine that they are in the Museum of Natural History. Ask them to make a short list of other exhibits showing in the museum at the moment. Encourage students to think creatively. Any topics related to science and biology have a place at the museum. 5. Read the information on the sentences. Is the information the same or different to the one in the cards? You could read the sentences together and elicit students’ responses. They compare the language used and check if the sentences mean the same. Then point out to the different words used. Let students know that they can paraphrase the information. Differentiated Instruction For this activity you can use the Think-Pair-Share strategy to allow students to compare their answers and help each other before asking the class to share their answers.
Unit 6 • Activity Book p. 57
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