UNIT X UNIT 7 | 263 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold To support students before they start discussing how life changes if there is no water, give them time to formulate ideas and write sentences about them. Check their use of cause and effect words. Amplify Before students discuss the causes and effects, elicit other phrases besides That’s true that they can use to express agreement, such as You’re right or I agree. Write them on the board. Then elicit phrases they can use to disagree politely, such as I don’t think that’s always true and I’m not sure about that. Tell students to use these expressions in their discussions. Talk and write: Cause and effect sentences Ask and answer in pairs: What happens to plants if there is no water? There is no water. Plants die. Join these two sentences using as a result, because, since, and so. You will write four sentences. C Listen for causes and effects Preview the sentences, checking comprehension of the terms stay alive, crops, shortage, rainfall, and irrigation systems. Have students listen again and complete the sentences. Review answers as a class. ANSWERS 1. Because / Since 2. so 3. As a result 4. because / since Oral Language: Discuss Cause and Effect Language frames Direct students’ attention to the Language Frames box. Have them identify the cause and effect words. Ask students to identify and say which words signal (come before) a cause and which words signal (come before) an effect. A • Use sentence frames to discuss photos Point to the photos and choral read the captions. Then ask two volunteers to read the sample dialogue about the rain forest. Then write these sentence frames on the board: Let’s talk about _____. [Effect] _____ because / since [cause]. [Cause], so [effect]. [Cause]. As a result, [effect]. That’s true. And _____. Point out that students should use the first sentence frame to introduce the topic and the others to talk about causes and effects. Explain that they can use the last frame to agree with a statement and add a new idea. • Make cause and effect statements Have students use the sentence frames to choose a photo and discuss it in pairs. Monitor and check for correct use of cause and effect words. To ensure all photos are discussed, you might want to assign one to each pair. B Exchange ideas Have students join another pair that chose the same photo and use the sentence frames from Activity A to share their ideas. Then write this sentence frame on the board: If there is too much water, _____. Have students use the frame to discuss what happens. Elicit ideas from the class and write them on the board. Practice Book p. 142 Assessment Program p. 124 EXPLORE AND LEARN PRACTICE COMMUNICATE rain forest coastal city snowy region Oral Language Discuss Cause and Effect A Choose a photo. Imagine there is no water. Discuss how life changes. B Join another pair that chose the same photo. Share your ideas. Now imagine there is too much water. Discuss how life changes. That’s true. And the river disappears. As a result, fish have to adapt to survive with no water. Let’s talk about the rain forest. C Listen again. Complete the sentences with words from the box. 1. water helps us stay alive, we drink a lot of it. 2. The crops need water, farmers depend on irrigation systems. 3. Sometimes there is not enough rain during the growing season. , farmers have to use irrigation systems to water their crops. 4. We have to take care of our environment it keeps our water clean. as a result because since so OK. Most plants die because there isn’t any water. LANGUAGE FRAMES . As a result, . because . Since . , so . UNIT 7 263 UNIT X7 / CONNECT TO ORAL LANGUAGE
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