Lesson
while spending time at the beach. Then, ask them to identify the glossary words in the conversation and invite them to read their definition on page 109. Organize the class into pairs and explain that they will listen to a dialogue in which some warnings are given and they should follow it so they can determine the sequence of enunciation of those warnings. Play Track 25 for them to listen and give them some time to identify the warnings and fill in the chart. Check by drawing the chart on the board and inviting volunteers to write the answers. 2. Look at the signs, read the warnings, and analyze the expressions used in the beginnings and in the endings. Follow the example. 109 You may give pairs some time to identify glossary words and read their definition on page 109. Then, read instructions aloud and draw their attention to the example. Read the warning and, to have them analyze expressions of warnings, ask: Is the warning giving lots of details? (no). Is it long? (no). How is it? (short and concise). Then, draw their attention to the other signs and ask volunteers to read the warnings aloud to make sure everybody understands them. Give pairs some time to reflect about the beginnings and endings of warnings and prohibitions by performing the task. Monitor to provide help if required and check their work. Differentiated Instruction For this activity you can use the Individualized Feedback Strategy to provide support to struggling students. Have them analyze the warnings in order to infer the content of each part (beginning and ending). Then, invite them to reflect on the possible consequences each risky situation may have. 3. Select new words and expressions from this lesson to include in your class glossary. You could tell students to get together with their product team and have them look for more words and expressions in this lesson, which they may use to express the warning they chose. Tell them to include them in their class glossary in which they will clarify their meaning to broaden their repertoire.
Lesson
• Mention risks at the beach. Time to Shine!
1 Listen and read the conversation.Then, with your partner, analyze the warnings.
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—Hi! Are you having a good time? —Yes, thank you! —Just be careful because there are rip currents so you shouldn’t swim in this area. —I don’t have any problems with
currents; I’m an excellent swimmer. —Well, that may be true, but I should also tell you that there are sharks sighted so swimming is forbidden. —Could you repeat that, please? —Yes, some people have seen sharks around, so please take care and enjoy
our facilities here at the beach. —Thanks a lot for your warnings!
Beginning: Description of the Situation
Ending: Instruction
2 Look at the signs, read the warnings, and analyze the expressions used in the beginnings and in the endings. Follow the example. 109
No lifeguard on duty. Swim at your own risk.
Sharp corals. Watch your step.
If you use a kayak, a life jacket is required.
The beginning describes a risky situation; the ending gives a recommendation to avoid that risk.
3 Select new words and expressions from this lesson to include in your class glossary.
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Achievement
Understand general sense and main ideas of warnings.
Teaching Guidelines
• Determine the sequence of enunciation. • Reflect about beginnings and endings of warnings and prohibitions. • Analyze expressions of warnings. • Clarify new words and expressions and broaden repertoire. Development What aspects should you consider when choosing a repertoire of words to express a warning? Write the question on the board and invite students to reflect upon the answer. Invite them to share their ideas. 1. Listen and read the conversation. Then, with your partner, analyze the warnings. 25 109 Before working on this activity, you may read aloud the task in the Time to Shine! box and encourage students to mention different risks they may face
96 Unit 7 • Activity Book p. 70
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