consider so they may be able to adopt an appropriate tone of voice, use non-verbal language, use strategies to show assertiveness and be sensitive to the effects on recipients, and use expressions to clarify meaning. Differentiated Instruction For this activity you can use the Think-Pair-Share Strategy trying to form pairs in which one of the students may tutor the other. Be sure to highlight the contribution of both students; e.g., one student tutors another to plan the dialogues for the sketch, but the one being tutored may suggest appropriate body language. 7. Present to your class. Invite pairs to present their sketches to the class. Encourage students to give respectful feedback after each presentation. Remind students that this is a practice that will help them prepare their product. Remind students that ignoring Caution signs has consequences; maybe minor injuries, but they are still injuries. Have them recall some of them (cuts, bruises, abrasions, bumps on the head, broken bones, etc.). Product: Sketch to Express Warnings In this lesson, students will write their warnings and order them in a sequence. Read instructions aloud and emphasize that they can write more than three warnings if they wish. This activity will be your fourth evidence in this unit; ask students to file it following the procedure you prefer. 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 students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. Why is it important to show assertiveness when giving a warning? Ask the question again and encourage students to explain the importance of assertiveness by analyzing the work they did in this lesson. Also ask them why it is important to be sensitive to the effects that the warning causes on the recipient.
6 Present a short sketch in which you express the warnings you wrote.
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Both use…
How does non-verbal language convey meaning? For information about this theme, go to page 117. 117
…an appropriate tone of voice.
…non-verbal language.
Make sure that the person who is expressing the warning shows…
…assertiveness when expressing it.
…sensitivity to the eects on the recipient.
And the recipient uses…
…expressions to clarify meaning.
Reader Why should you not ignore Caution signs? (pp. 84-87)
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Which expressions can I use to clarify meaning? For
information about this theme, go to page 117.
7 Present to your class.
Step 4
Sketch to Express Warnings
• Write your warnings; include at least one conditional warning, one non- conditional warning, and one prohibition. • Order them into a sequence.
Self-evaluation (Circle.) To express warnings, I… …wrote sentences. yes no …ordered the sentences. yes no …identified the effects they may have. yes no It was easy / difficult for me to participate in the sketch.
Tip: Don’t get nervous when you speak in front of other people, we all make mistakes and if that happen to you, there is always a way to repair them.
73 Unit 7
Achievement
Express warnings.
Teaching Guidelines
• Adopt an appropriate tone of voice. • Use non-verbal language. • Use strategies to show assertiveness and be sensitive to the effects on the recipients. • Use expressions to clarify meaning.
Development
Learning to Learn 117
Ask the questions from the boxes and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 6. Present a short sketch in which you express the warnings you wrote. You may ask students to get together with the same person they have been working with in the previous sessions. Read the instruction aloud and suggest that they use the dialogues provided in this unit (Activity 4, page 67; Activity 1, page 70) as models. Ask volunteers to read aloud the aspects they should
Unit 7 • Activity Book p. 73
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