time to decide which repertoire they will use to express warnings related to the risk situation they chose. Explain that they should choose language that is appropriate for their audience and purpose, and that they must take into account that they should be kind and respectful when expressing their warnings. Differentiated Instruction For this activity you can use the Group Based on Goals Strategy to differentiate the task for struggling students. Have them choose only one or two signs instead of three. Remind students that the consequences of ignoring a Warning sign are personal injuries, which are serious but maybe not fatal. Ask them to give examples of these injuries (skull fractures, concussions, brain swelling). Then, have some students write on the board what could cause those injuries (toxic and flammable materials, doors opening constantly, welding flashes, boiling water, etc.). Product: Sketch to Express Warnings As you may recall, in this unit students will plan a short sketch in which they will express warnings. In this lesson, students will determine the reason for giving the warning and will register the repertoire they chose in Activity 5. This activity will be your third evidence in this unit; once they have their repertoires ready, ask students to file them 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. If necessary, go back to some of the previous activities so students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What aspects should you consider when choosing a repertoire of words to express a warning? Ask students the question again and encourage them to answer explaining what they learned in this lesson (It should fit the audience and purpose of the warning).
4 Work in pairs. Choose three of the signs below, circle them, and answer the question. 109
Which action, conduct, or reason gives rise to the warnings you chose? Man-o-war sting and their venom may cause an allergic reaction in some people.
5 Review the words and expressions you wrote on page 69,Activity 6, and the ones from your class glossary. Choose your repertoire to write your warning.
We will use the following words and expressions:
Reader What situations use a Warning sign? (pp. 82-83)
Step 3
• Determine the reason for giving your warning. • Copy your repertoire on a sheet of paper. Self-evaluation (Check the box or boxes.) The strategies that I used to understand general sense and main ideas of warnings were: Determine sequence of enunciation. Reflect about the beginnings and endings of the warnings and prohibitions. Analyze expressions included in warnings. Tip: To understand a warning, always try to figure out which conduct or reason gave rise to it. Sketch to Express Warnings
71 Unit 7
Achievement
Express warnings.
Teaching Guideline
Decide which action, conduct, or reason to emphasize in warnings and which repertoire to use.
Development 4. Work in pairs. Choose three of the signs below, circle them, and answer the question. 109 Before starting to work on this activity, you may tell students to go to page 109 to check the definition of the glossary word (shallow). Then, draw their attention to the signs and have them choose their favorite three. Organize the class into pairs and ask one volunteer to read the question and the example aloud so they may follow it to decide the action, conduct, or reason that should be emphasized to express a warning for the signs they chose. 5. Review the words and expressions you wrote on page 69, Activity 6, and the ones from your class glossary. Choose your repertoire to write your warning. You may tell students to get together with their partner and read instructions aloud. Give them some
Unit 7 • Activity Book p. 71
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