Lesson
1. Work in pairs. Write a conditional warning, a non- conditional warning, and a prohibition for the signs you chose in Activity 4, page 71. You may tell students to get together with the same person they worked with in the previous session. Ask them to go back to page 69 (Activ. 5) to recall the difference between a conditional warning, a non-conditional warning, and a prohibition. Read the instruction aloud and give pairs some time to write sentences to express warnings for the signs they chose. Tell them they should write at least one sentence for each sign. Differentiated Instruction For this activity you can use the Jigsaw Strategy to promote collaboration. Organize the class into teams and assign each team only one of the three parts of the task. 2. With your partner, order your warnings into a sequence. You may suggest students to continue working with the same partner to order the warnings they wrote in the previous activity into a sequence. Tell them that they may sequence them by order of importance. 3. Discuss with your partner how people may feel when you express a warning. Complete the sentence. You could have students go back to page 67 to reread the dialogue and ask: What effect did the warning have on the lady? (first, she was upset, and then she understood it was important to take care of her child). Tell them to turn to page 70 and also reread the dialogue; ask: What was the boy’s reaction to the warning? (first, he was arrogant, but then he was frightened and thankful for the warning). After reviewing these two examples, have pairs write the effects their warnings may have. Invite them to share their answers with the class. 4. Exchange books with another pair. Read their warnings and provide feedback. You may organize the class into teams by joining two pairs together. Draw their attention to the checklist and ask volunteers to read the questions aloud. Once you are sure they understand that they have to recognize mistakes in their classmates’ warnings, give them some time to perform the task. 5. Adjust your warnings considering the feedback you received. You could read instructions aloud and have students work again in pairs to repair the mistakes that were pointed out and adjust their warnings.
Lesson
1 Work in pairs.Write a conditional warning, a non-conditional warning, and a prohibition for the signs you chose in Activity 4, page 71. 117
If you swim in a man-o-war zone, you are at risk of being stung.
117
How do I write a conditional warning? For
information about this theme, go to page 117.
2 With your partner, order your warnings into a sequence.
If you spend a day at the sea…
3 Discuss with your partner how people may feel when you express a warning. Complete the sentence.
If I express these warnings to people who are enjoying their day at the beach, they may…
4 Exchange books with another pair. Read their warnings and provide feedback.
Aspect
Yes No
Comments
Is the situation described in the beginning? Is a clear instruction given in the ending? Are words and expressions used appropriately?
5 Adjust your warnings considering the feedback you received.
72
Achievement
Express warnings.
Teaching Guidelines
• Write sentences to express warnings. • Order warnings into sequences. • Identify the effects warnings may have. • Recognize, repair mistakes, and adjust. Development Why is it important to show assertiveness when giving a warning? Write the question on the board. If necessary, explain that assertiveness refers to behaving confidently so that people notice you. Encourage students to share their opinions. Learning to Do 117 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed.
98 Unit 7 • Activity Book p. 72
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