6. With your team, leaf through the pages of this and the previous lesson. Identify words or expressions that you might use to express warnings and prohibitions. Write them down. You may suggest students to continue working with their product teams to clarify the meaning of new words in repertoires. Read instructions aloud and give them some time to look for words and expressions that they didn’t previously know and they think might be helpful to express the warning they chose for their product. Tell them to use the right column to clarify their meaning; they may use their own words or look them up in a dictionary. Differentiated Instruction For this activity you can use the Jigsaw Strategy to promote collaboration. Have students identify the new words and expressions and dictate them to you; draw the chart on the board and write them in the first column. Assign each team only one word from the list and ask them to define it. Have students work in pairs to recall where there could be Danger signs (in construction sites; where there is unguarded equipment, high voltage, explosives, or chemical substances). Ask volunteers to write on the board the repercussions (death, burns, damage to nervous and muscular systems, asphyxiation, etc.). Product: Sketch to Express Warnings In this lesson, students will identify the action, conduct, or reason that gives rise to the warning and they will define purpose and audience. Organize the class into teams, read instructions aloud, and have them perform the task in teams while you monitor to provide help if needed. Once they define purpose and audience, tell them to copy that information on a sheet of paper. This activity will be your second evidence in this unit; ask students to file it 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. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. Why is it important to identify key words when reading a text? Ask the question again and encourage students to explain how identifying key words helped them recognize the general sense of a warning in this lesson.
What is a conditional warning? For information about this theme, go to page 117. 117
5 Work in teams to analyze the signs and decide which type of warning or prohibition they are showing. Label them. 117
If you text while driving, you’ll crash.
Texting while driving is forbidden
Don’t use the mobile.
6 With your team, leaf through the pages of this and the previous lesson. Identify words or expressions that you might use to express warnings and prohibitions. Write them down.
Words & Expressions
Definition
Reader Where there is a Danger sign, what could be the repercussions? (pp. 80-81)
Step 2
Sketch to Express Warnings
• Think of a risk situation that may be prevented through the warning you chose. • De ne what exactly the warning will prevent and who will bene t from it. Self-evaluation (Number.) To understand general sense and main ideas in warnings, I…
…used contextual clues to anticipate their content. …determined the actions that give rise to them.
…contrasted conditional and non-conditional warnings with prohibitions. Tip: Warning and prohibition signs are similar all around the world so, to understand them, it is useful to establish similarities with the ones you see in your country.
69 Unit 7
Achievement
Understand general sense and main ideas of warnings.
Teaching Guidelines
• Contrast conditional warnings, non-conditional warnings, and prohibitions. • Clarify the meaning of new words in repertoires.
Development
Learning to Do 117 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 5. Work in teams to analyze the signs and decide which type of warning or prohibition they are showing. Label them. Explain that a conditional warning may include the consequences of a real hazard; non-conditional warnings don’t express consequences. Have students get together with their product teams and give them some time to label the conditional and non-conditional warnings, and the prohibition.
Unit 7 • Activity Book p. 69
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