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Careful? Where? Why?

This document provides instructions for an activity where students work in groups to match warning/prohibition signs with their meanings. They will then work in pairs to have short conversations stating the warning or prohibition indicated by each sign and justifying the reason behind it. The aim is for students to practice recognizing everyday texts like warning signs and using language appropriately to discuss rules and give warnings.

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Anonymous XklRy10
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52 views2 pages

Careful? Where? Why?

This document provides instructions for an activity where students work in groups to match warning/prohibition signs with their meanings. They will then work in pairs to have short conversations stating the warning or prohibition indicated by each sign and justifying the reason behind it. The aim is for students to practice recognizing everyday texts like warning signs and using language appropriately to discuss rules and give warnings.

Uploaded by

Anonymous XklRy10
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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3rd GRADE Unit 2: Rules and regulations

Careful? Where? Why?

Be careful. Wet floor No smoking No cell #!ones

Dont graffiti No running No food or drink

Do not litter eac!ers onl" Dont $aste $ater

ACTIVITY: Careful? Where? Why? % &air and grou# $ork: s#eaking TIME: 3' minutes AIM: o matc! a $arning(#ro!i)ition sign to its meaning and to e*#lain reasons )e!ind. LANGUAGE: Function 2.1 Gi+ing $arnings and stating #ro!i)ition PROCEDURE Befo e c!"##: ,ake a co#" of t!e $orks!eet for e+er" four students. -ut out t!e #icture and t!e te*t cards. and kee# t!em se#aratel". In c!"##: 1. Ask students to $ork in grou#s of four and gi+e one set of #icture cards and one set of te*t cards to eac! grou# of students. 2. ell students t!at t!e" !a+e to matc! t!e signs to t!eir meaning. $. Gi+e students time to do t!e matc!ing and t!en c!eck t!e ans$ers $it! t!em. %. /nce students !a+e t!e correct matc!ing tell t!em t!e" are going to #roduce a mini con+ersation. &. Di+ide grou#s of students into t$o. '. Eac! #air $ill $ork $it! 0 $arning(#ro!i)ition signs 1t!ere $ill )e one left out2. (. Ask eac! #air of students to #roduce a s!ort con+ersation stating t!e $arning(#ro!i)ition t!at eac! sign indicates. 3ustif"ing it. 4ou ma" ask t!em to imagine one of t!em is a ne$ student at sc!ool and t!e ot!er is s!o$ing !im(!er t!e sc!ool to a ne$ student. 5or e*am#le: A: Look at the stairs. No running. B: Why? A: Because you can fall. B: OK, thanks. ). Be read" and a+aila)le to !el# students to make meaningful con+ersations. ,ake t!em t!ink $!ere t!e" $ould find t!e signs and !el# t!em to recogni6e t!e #ossi)le conse7uences of not acting accordingl".
REFLECTION ON LANGUAGE: 8tudents notice t!at t!e im#erati+e form is used to gi+e $arnings 1e.g. Be careful, Do not trespass. etc.2 and use suc! language features a##ro#riatel".

PE

R on L

OPTION: :f "ou consider "our class to )e $eak to co#e $it! t!e little con+ersation. tr" a sim#ler +ersion. 5or e*am#le: A: Look, No running. B: OK, thanks.

PERFORMANCE EVIDENCE: 8tudents can recogni6e and understand 7uotidian te*ts 1$arning signs and con+ersations2 in order to use t!em #ur#osefull" 1regulate o$n )e!a+ior(acti+ities. recogni6e t!e #ossi)le conse7uences of )reaking rules. $arn ot!ers a)out dangers2. 8tudents can use language creati+el" and a##ro#riatel" )" ad3usting le*is. #!rases and grammatical resources in order to #roduce meaningful. rele+ant and clear te*ts 1con+ersation2 $!en stating $arning and #ro!i)ition.

PO**IBLE FOLLO+ UP: 8et t!e students in #airs and ask t!em to create t!eir o$n $arning sign. 5ocus on t!e use of im#erati+e forms to gi+e $arnings. IDEA* FOR EVALUATION: 9a+e students to dis#la" t!e signs t!e" did in t!e follo$ u# to e+aluate $!at t!e" did.

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