Lesson
they paraphrased on page 60, Activity 2. Finally, they should include the graphic resource they created on page 61, Activity 3, and include it to make their sheets more attractive. Monitor while pairs work to offer feedback. Differentiated Instruction For this activity you can use the Group Based on Goals Strategy to differentiate the task. You may ask struggling students to include only three questions instead of six. Monitor those cases closely and make sure they feel proud of their achievements. 2. With your partner, read your FAQs and check if you included words that are only used in a certain field (for example, UV). Write them down and check their spelling using a dictionary or an online tool. Read instructions aloud and explain to students that specialized vocabulary refers to words that are used in a specific discipline. Have pairs identify those words in their FAQs and invite them to use a dictionary or an online tool to check their spelling. 3. Read your FAQs and underline words with letter combinations that are not common in your native language. Check their spelling. Invite pairs to read their FAQs to identify letter patterns that are not common in their native language (vowel clusters, th, sh, wh, kn, etc.). You may suggest them to check their spelling using a dictionary or online tools. Monitor while they work to check.
Lesson
1 Let’s put everything together to write some FAQs! Go back to page 57 and copy your questions below.Then, use the information you wrote on page 60 to answer them. Finally, include the graphic resource you created on page 61.
Title:
FAQs
Graphic Resource:
2 With your partner, read your FAQs and check if you included words that are only used in a certain field (for example, UV).Write them down and check their spelling using a dictionary or an online tool.
3 Read your FAQs and underline words with letter combinations that are not common in your native language. Check their spelling.
62
Achievement
Register and organize information.
Teaching Guideline Check spelling of specialized vocabulary and words with letter patterns that are not common in their native language. Development What is proofreading? Ask students: What is proofreading? and invite them to answer by using previous knowledge. 1. Let’s put everything together to write some FAQs! Go back to page 57 and copy your questions below. Then, use the information you wrote on page 60 to answer them. Finally, include the graphic resource you created on page 61. You may ask students to get together with the classmate they have been working with during the previous sessions. Read the instructions aloud and invite pairs to design their FAQs sheets. Explain that they should write a title first; one that summarizes the importance of the problem. Then, they should copy the questions they wrote on page 57; next, they should answer the questions using the information
86 Unit 6 • Activity Book p. 62
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