Lesson
for them to follow the reading and circle key words. Finally, organize the class into pairs to have them anticipate general sense from contextual cues (the picture) and key words by writing a possible warning for this situation. When they have finished, invite pairs to read their answers aloud. Differentiated Instruction For this activity you can use the Mini Lesson Strategy to remind students what key words are and what is the importance of identifying them. 2. With your partner, review the text from Activity 1 to find words that mean the same as freeway and parking lot . Then, discuss why you think those words were used. Write your conclusions. You may suggest that students perform the task in pairs so they can help each other to compare lexical differences between British and American English. Check orally and encourage them to share similar examples in their native language (e.g.: carretera y estacionamiento (Mexico) / autovía y aparcamiento (Spain). 3. Analyze the signs with a partner. Write W for warning and P for prohibition. To make sure students identify the difference between a warning and a prohibition, you may have them work on this task in pairs. Check orally asking them to explain to you the difference (the warning sign is describing a risky landslide situation and the prohibition sign is forbidding an action). 4. Discuss and write the reasons for the warning and prohibition from the previous activity. You could organize the class into teams of four by joining two pairs together. Read the instruction aloud and give them some time to determine the action, conduct, or reason that gives rise to the warning and the prohibition from the previous activity. Monitor while teams work and when they have finished, invite them to share their answers.
Lesson
1 Look at the picture and listen to the news.Then, work in pairs to identify and circle important information.Agree on a warning that you may see in that situation. 24 109
“As strong rains continue, motorway closures are reported across the country due to landslides . Car parks are being enabled.”
2 With your partner, review the text from Activity 1 to find words that mean the same as freeway and parking lot. Then, discuss why you think those words were used.Write your conclusions.
3 Analyze the signs with a partner.Write W for warning and P for prohibition.
CAUTION!
4 Discuss and write the reasons for the warning and prohibition from the previous activity.
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Achievement
Understand general sense and main ideas of warnings.
Teaching Guidelines
• Anticipate general sense from contextual cues and key words. • Compare lexical differences between British and American English. • Determine action, conduct, or reason that gives rise to warnings and prohibitions. Development Why is it important to identify key words when reading a text? Ask the question aloud and encourage students to recall previous experiences as readers to answer. 1. Look at the picture and listen to the news. Then, work in pairs to identify and circle important information. Agree on a warning that you may see in that situation. 24 109 You may have students identify the glossary words in the text and invite them to read their definitions on page 109. Read instructions aloud and play Track 24
94 Unit 7 • Activity Book p. 68
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