5. Discuss to fill in the graphic organizer. You may organize the class into teams and, to have them establish a reason or purpose of warnings and prohibitions, tell them to analyze the ones they listened to in the conversation from the previous activity. Monitor while teams work to check their answers. Learning to Know 117 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 6. Suggest other warnings that can be given to escalator users. Students will continue working in teams. You may ask them to observe the signs and tell them to suggest some other warnings related to the use of escalators. Monitor while they work and invite them to share their warnings with the class. Ask students how many safety labels are mentioned and the differences between them (danger indicates very serious risks, warning is less serious than danger, and caution is the least serious). Product: Sketch to Express Warnings In this unit, students will plan a short sketch in which they will express warnings. In this lesson, they will write a list of warnings they have seen in public places and they will choose one to work with. Organize the class into pairs, read the instruction aloud, and give them some time to work. This activity will be your first evidence in this unit; ask students to file their lists following the procedure you prefer. ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What is the purpose of a warning? Invite students to answer the question explaining what they analyzed in this lesson.
4 Listen and circle the sentence in which you can perceive a change in pauses and intonation. Discuss in teams the reason for this change. 23 —Lady, the escalators can be very dangerous, please supervise your child. —Excuse me?
—I’m telling you that escalators can be very dangerous; there is an average of 10,000 reported accidents per year. —Dangerous? What could happen? —Well, you or your child can fall or get stuck so, please, always hold the handrail, stand between the yellow lines, and supervise small children. —OK, I’ll do it.
Reader What are three ways to classify risky situations? (pp. 78-79)
5 Discuss to fill in the graphic organizer.
These warnings are important
because…
6 Suggest other warnings that can be given to escalator users.
117
117
Which type of warnings and prohibitions are you familiar with? For some examples, go to page 117.
Step 1
Sketch to Express Warnings
• Write a list of warnings you have seen in public places and choose your favorite to work with. Self-evaluation (Underline.) To listen and explore warnings announced in public places, I… …used my previous knowledge to identify the theme. …identified key words to predict their content. …defined their purpose. Tip: When you listen to warnings, it is very important to pay attention to the way they are expressed; remember that volume and intonation also convey meaning. ICT Box If possible, use a search engine to find warning signs from around the world. Compare them with the ones you have in your country.
67 Unit 7
Achievement
Listen and explore warnings announced in public places.
Teaching Guidelines
• Perceive differences of pauses and intonation and the effect that they cause on the listeners. • Establish reason or purpose of warnings and prohibitions. Development 4. Listen and circle the sentence in which you can perceive a change in pauses and intonation. Discuss in teams the reason for this change. 23 You may tell students they should focus on perceiving differences of pauses and intonation, and the effect they cause on the listener. Organize the class into teams and play the track. Check orally and ask: How did the woman react at the beginning? (she seemed annoyed). How did she react at the end? (she understood the warning was important). Differentiated Instruction For this activity, you could use the Choral Response Strategy to check the answer and to encourage shy students to participate.
Unit 7 • Activity Book p. 67
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