Lesson
the other side of the screen). To activate previous knowledge to identify theme, purpose, and audience, ask the questions provided one by one and elicit answers from different students. 2. Work in pairs to identify and circle key words. Then, predict its content. You may elicit from students what scan means (to read a text quickly to find specific information). Read instructions aloud and explain to them that for this activity they will only read the text quickly to find and circle significant words. Give them a few minutes to do so and then have them anticipate content from key words by asking: What recommendations are given in this text? Ask the Time to Shine! question and encourage students to share what they know concerning online risks they may be exposed to. Differentiated Instruction For this activity you can use the Individual Response Card Strategy to help shy students participate without the fear of being heard. Tell each student to use a recycled sheet of paper to write their predictions and hand them back to you so you can read them aloud. Encourage students to share opinions about the accuracy of the predictions you read. 3. Listen and read. Identify unknown words or expressions and work with your partner to define them. Write them below. 12 Before listening and following the reading of the text in Activity 1, you may ask students to identify the glossary words and have them go to page 107 to read their definitions. Once they have done so, read instructions aloud and play Track 12 for them to follow the reading and circle unknown words and expressions. Ask them to read aloud the words they circled and write those words on the board for students to include them in the class glossary in order to continue broadening their vocabulary. 4. Scan the text to find bullets, words in bold, and words in italics. Discuss with your class why each of them is used. To have students analyze the function of textual and typographic components, you may organize the class into pairs and have them match the columns. Monitor while they work and check orally.
How Do We Take Care of Ourselves?
be able to download them. • Think carefully about what you say before you write something online. • Never share your passwords and keep your privacy settings as high as possible. • Don’t befriend unknown people and never meet up with people you’ve met online; remember not everyone is who they say they are. Finally, we advise you that, if you see something online that makes you feel unsafe or worried , leave the website right away and tell a trusted adult. Never underestimate the risks, always keep safe! Social Practice of the Language To write recommendations to avoid personal risk situations Achievements • Analyze how a text to give recommendations is written. •Plan the writing of recommendations. •Write recommendations to avoid a personal risk situation. Product: Illustrated Report Academic and Educational Environment
1 Look at the picture, read the title, and discuss the questions with your classmates. 107
Avoid Social Networking Risks
Nowadays in social networks, we can find many risks that may lead to unpleasant experiences. We must say that social networks per se are not the problem; the problem is not being able to notice the danger and not taking precautions. Children are exposed to stalking, theft of personal information, or blackmail, among other risks. So here is some advice you can follow to protect yourself: • Don’t post personal information (e.g., mobile number or addresses). • Think twice before posting pictures or videos of yourself if you don’t want people to see them and
• What is the theme of this text? • Who is it written for? • What is its purpose?
2 Work in pairs to identify and circle key words. Then, predict its content. 3 Listen and read. Identify unknown words or expressions and work with your partner to define them.Write them below. 12
• What risks are you exposed to when using social networks? Time to Shine!
4 Scan the text to find bullets, words in bold, and words in italics. Discuss with your class why each of them is used.
26 Lesson 1
Achievement
Analyze how a text to give recommendations is written.
Teaching Guidelines
• Activate previous knowledge to identify theme, purpose, and audience. • Anticipate content from key words. • Broaden vocabulary. • Analyze the function of textual and typographic components.
Development What is a report?
Ask aloud the question: What is a report? Elicit the answer from students encouraging them to use previous knowledge. 1. Look at the picture, read the title, and discuss the questions with your classmates. 107 You may read the title aloud and draw students’ attention to the picture. Invite one volunteer to describe it and to reflect about the message the picture is trying to convey (when we are on the internet, we don’t know for sure who is writing on
Unit 3 • Activity Book p. 26
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