Differentiated Instruction For this activity you can use the Task Card Strategy . Ask struggling students to write only the names of the parts and advanced students to explain their purpose. Make sure to ask advanced students to explain to the rest of the class what type of information is included in each part. 6. With your partner, review the recommendations given in the report. Agree on an example for each of the following cases. Write them down. You may ask students to continue working in pairs to identify a direct and a polite recommendation in the text they read in Activity 1 and write them in the spaces provided. Check by writing them on the board and invite students to compare them. Ask: Which one is using the imperative form? (direct recommendation). Which word does the polite recommendation include that is implicit in the direct form? (you).
5 Reread the report and, with your partner, analyze its parts to fill in the flow chart. 113
113
What are the parts of a report? For information about this theme, go to page 113.
First Paragraph
Bullets
Last Paragraph
6 With your partner, review the recommendations given in the report.Agree on an example for each of the following cases.Write them down.
Direct Recommendation Polite Recommendation
Reader When does risk increase? (pp. 30-31)
Step 1 • Check this and the previous page and create a list with words and expressions related to risk situations. • Use a dictionary to add some more words and expressions to the list. Self-evaluation (Check the box or boxes.) The strategies that I used to analyze how a text to give recommendations is written were: Identify key words to anticipate the content. Analyze the function of typographic components such as bullets, italics, and bold words. Examine the sequence of the text. Compare types of sentences. Tip: Before you start reading the text, look at the illustrations or pictures and read the title; then, try to recall any previous knowledge you have about the theme. Illustrated Report
Ask students to read the page (30) that explains when risk increases, and have some of them
explain it in their own words.
27 Unit 3
Product: Illustrated Report In this unit, students will write an illustrated report with recommendations to avoid a personal risk situation. In this lesson, students will create a repertoire of words and expressions related to risk situations. Organize the class into teams, read the first instruction aloud, and give them some time to check the text included in this lesson to select their words. Then, read the second instruction aloud and encourage them to say expressions in Spanish, write them on the board, and invite the class to use a dictionary or online reference tools to look up the terms in English. This activity will be your first evidence in this unit; once they have their lists ready, ask students to file them 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. What is a report? Invite students to answer the question explaining what they learned in this lesson. Encourage them to mention the purpose of the report they will write.
Achievement
Analyze how a text to give recommendations is written.
Teaching Guidelines
• Examine parts and sequence of a text. • Compare types of sentences that express direct or polite recommendations.
Development
Learning to Do 113 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 5. Reread the report and, with your partner, analyze its parts to fill in the flow chart. You may organize the class into pairs to have them examine the parts and sequence of the text they read in the previous page. Monitor to offer pairs any help they may need to identify what is the name and purpose of each of the three parts. You could check by drawing the flow map on the board and asking volunteers to fill it in.
Unit 3 • Activity Book p. 27
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