Making Meaning Unit 7

By Kim Malcolm 09 Apr 19:31
18 slides
1
Group Brainstorm:
After skimming the article, what do you think this article is about?
Brainstorm del grupo:
Después de examinar el artículo, ¿qué piensa usted de este artículo?
2
Discuss the reading:
1. What have you learned so far about cloning?
2. What have you found out so far about cloning?
3. According to the article, what are some problems with cloning?
Discuta la lectura:
1. ¿Qué ha aprendido hasta ahora sobre la clonación?
2. ¿Qué has descubierto hasta ahora sobre la clonación?
3. Según el artículo, ¿cuáles son algunos problemas con la clonación?
3
Group Brainstorm:
What are some ways cloning can be used?

Discuss:
What did you find out about cloning that surprised you?
Brainstorm del grupo:
¿Cuáles son algunas de las formas en que se puede usar la clonación?

Discutir:
¿Qué descubrió usted acerca de la clonación que le sorprendió?
4
Are you more persuaded by the arguments for or against cloning? Explain your thinking¿Está usted más convencido de los argumentos a favor o en contra de la clonación? Explica tu pensamiento
5
Group Brainstorm:
After skimming the article, what do you think this article is about?
Brainstorm del grupo:
Después de examinar el artículo, ¿qué piensa usted de este artículo?
6
- What have you learned so far about advertising?
-What did you lean in the part you just heard?
- What did you find out in the second part of the article?
- ¿Qué has aprendido hasta ahora sobre la publicidad?
-¿Qué te has apoyado en la parte que acabas de oír?
- ¿Qué descubrió en la segunda parte del artículo?
7
- According to the article, why is there so much junk food advertising?
- Why do some people think junk food advertising on TV should be banned?
- What did you find out about junk food advertising that surprised you?
- Según el artículo, ¿por qué hay tanta publicidad de comida chatarra?
- ¿Por qué algunas personas piensan que la publicidad de comida basura en la televisión debe ser prohibida?
- ¿Qué descubrió sobre la publicidad de comida basura que le sorprendió?
8
Reread the article with these questions in mind:
-What arguments does the article make for banning junk food advertising?
-What arguments does the article make against banning junk food advertising?
Vuelva a leer el artículo con estas preguntas en mente:
-¿Qué argumentos hace el artículo para prohibir la publicidad de comida chatarra?
-¿Qué argumentos hace el artículo contra la prohibición de publicidad de comida chatarra?
9
Group Brainstorm: What pros and cons did you find in the article?Brainstorm en grupo:
¿Qué ventajas y desventajas encontraste en el artículo?
10
According to the article, why might stopping junk food advertising on TV be good for kids? What did you read that makes you agree?Según el artículo, ¿por qué dejar de publicidad de comida chatarra en la televisión ser bueno para los niños? ¿Qué leíste que te hace estar de acuerdo?
11
According to the article, why shouldn't junk food advertising be banned on TV? What did you read that makes you think so?Según el artículo, ¿por qué no debería prohibirse la publicidad de comida basura en la televisión? ¿Qué leíste que te hace pensar así?
12
Are you more persuaded by the arguments for or against regulating junk food ads?¿Está usted más convencido de los argumentos a favor o en contra de la regulación de los anuncios de comida chatarra?
13
Based on the title, subtitle, and headings, what information do you think might be in this article? Why?

Sentence frame:
I think it will be about ________ because __________
Sobre la base del título, subtítulo y encabezados, ¿qué información crees que podría ser en este artículo? ¿Por qué?

Marco de oraciones:
Creo que será sobre ________ porque __________
14
What does the article say about how having all-girls and all-boys classroom affects students' test scores?¿Qué dice el artículo acerca de cómo el aula de todas las niñas y todos los chicos afecta los resultados de los exámenes de los estudiantes?
15
What are some reasons the article gives for having all-girls and all-boys schools?¿Cuáles son algunas de las razones que el artículo da para tener todas las niñas y todos los niños de las escuelas?
16
What did you find out about all-girls and all-boys schools that surprised you?¿Qué descubrió usted acerca de todas las escuelas de chicas y chicos que le sorprendieron?
17
With your partner:
Read the rest of the article and underline other pieces of evidence that the author uses to support his opinion that all-girl & all-boy schools are good for students.

Be prepared to share what you underlined with the class.
Con tu compañero:
Lea el resto del artículo y subraye otras piezas de evidencia que el autor usa para apoyar su opinión de que todas las escuelas de chicas y chicos son buenas para los estudiantes.

Esté preparado para compartir lo que subrayó con la clase.
18
What evidence did you and your partner underline that supports the opinion that all-girls and all-boys schools are a good idea?¿Qué evidencia subrayaron usted y su pareja que apoya la opinión de que todas las niñas y todos los niños de las escuelas son una buena idea?

Slides in Making Meaning Unit 7

Group Brainstorm: After skimming the article, what do you think this article is about?
Discuss the reading: 1. What have you learned so far about cloning? 2. What have you found out so far about cloning? 3. According to the article, what are some problems with cloning?
Group Brainstorm: What are some ways cloning can be used? Discuss: What did you find out about cloning that surprised you?
Are you more persuaded by the arguments for or against cloning? Explain your thinking
Group Brainstorm: After skimming the article, what do you think this article is about?
- What have you learned so far about advertising? -What did you lean in the part you just heard? - What did you find out in the second part of the article?
- According to the article, why is there so much junk food advertising? - Why do some people think junk food advertising on TV should be banned? - What did you find out about junk food advertising that surprised you?
Reread the article with these questions in mind: -What arguments does the article make for banning junk food advertising? -What arguments does the article make against banning junk food advertising?
Group Brainstorm: What pros and cons did you find in the article?
According to the article, why might stopping junk food advertising on TV be good for kids? What did you read that makes you agree?
According to the article, why shouldn't junk food advertising be banned on TV? What did you read that makes you think so?
Are you more persuaded by the arguments for or against regulating junk food ads?
Based on the title, subtitle, and headings, what information do you think might be in this article? Why? Sentence frame: I think it will be about ________ because __________
What does the article say about how having all-girls and all-boys classroom affects students' test scores?
What are some reasons the article gives for having all-girls and all-boys schools?
What did you find out about all-girls and all-boys schools that surprised you?
With your partner: Read the rest of the article and underline other pieces of evidence that the author uses to support his opinion that all-girl & all-boy schools are good for students. Be prepared to share what you underlined with the class.
What evidence did you and your partner underline that supports the opinion that all-girls and all-boys schools are a good idea?
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