3rd GRADE Unit 2: Rules and regulations

Warnings

Be careful Wet floor No smoking No cell phones

Don’t graffiti No running No food or drink

Do not litter Teachers only Don’t waste water

DISEÑO La hoja de trabajo consta de 9 tarjetas con imágenes de signos de prohibición o alerta y 9 tarjetas con el texto correspondiente a cada una de las tarjetas con imágenes.

ACTIVITY: Warnings – Pair and group work: speaking TIME: 30 minutes AIM: To match a warning/prohibition sign to its meaning and to explain reasons behind. LANGUAGE: Function 2.1 Giving warnings and stating prohibition PROCEDURE Before class: Make a copy of the worksheet for every four students. Cut out the picture and the text cards, and keep them separately. In class: 1. Ask students to work in groups of four and give one set of picture cards and one set of text cards to each group of students. 2. Tell students that they have to match the signs to their meaning. 3. Give students time to do the matching and then check the answers with them. 4. Once students have the correct matching tell them they are going to produce a mini conversation. 5. Divide groups of students into two. 6. Each pair will work with 4 warning/prohibition signs (there will be one left out). 7. Ask each pair of students to produce a short conversation stating the warning/prohibition that each sign indicates, justifying it. You may ask them to imagine one of them is a new student at school and the other is showing him/her the school to a new student. For example: A: Look at the stairs. No running. B: Why? A: Because you can fall. B: OK, thanks. 8. Be ready and available to help students to make meaningful conversations. Make them think where they would find the signs and help them to recognize the possible consequences of not acting accordingly.
PERFORMANCE EVIDENCE: Students can recognize and understand quotidian texts (warning signs and conversations) in order to use them purposefully (regulate own behavior/activities, recognize the possible consequences of breaking rules, warn others about dangers). Students can use language creatively and appropriately by adjusting lexis, phrases and grammatical resources in order to produce meaningful, relevant and clear texts (conversation) when stating warning and prohibition.

PE

R on L

OPTION: If you consider your class to be weak to cope with the little conversation, try a simpler version. For example: A: Look, No running. B: OK, thanks.

REFLECTION ON LANGUAGE: Students notice that the imperative form is used to give warnings (e.g. Be careful, Do not trespass, etc.) and use such language features appropriately.

POSSIBLE FOLLOW UP: Set the students in pairs and ask them to create their own warning sign. Focus on the use of imperative forms to give warnings. IDEAS FOR EVALUATION: Have students to display the signs they did in the follow up to evaluate what they did.

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