U3: Science inspires; S2/ What is the trick of the trade? - Giving instuctions (L+G), p 170-173

S2/ What is the trick of the trade? - Giving instuctions (L+G)

Have you ever had to give instructions to someone in English?

p. 170: Ex. 2

a. Why did the boy's first attempt fail? 

a. Why did the boy's first attempt fail?

p. 170: Ex. 2

a. Why did the boy's first attempt fail? 

His instructions were not specific enough. The pronouns he used did not refer to the item he actually intended to. (e.g. Take a piece of bread. Spread it around with the butterknife. Get some jelly. Rub it on the other half of the bread.)

p. 170: Ex. 2

b. Before watching the next attempt, write clearer instructions on how to make the sandwich.

b. Before watching the next attempt, write clearer instructions on how to make the sandwich.

p. 170, Ex. 2

b. Before watching the next attempt, write clearer instructions on how to make the sandwich.

First gather your ingredients for the peanut butter and jelly sandwich.

Second pull out two slices of bread and lay side by side on the plate.

Step 3 spread the peanut butter with the butter knife onto the face of one slice of bread.

Next spread the jelly with the butter knife on the face of the other slice of bread.

Finally combine the peanut butter and the jelly side together, cut the two slices into half and enjoy your sandwich.

p. 171: Ex. 2

c. Now compare the daughter's instructions to yours. Do you think your instructions would be approved by the father? Why (not)? 

c. Now compare the daughter's instructions to yours. Do you think your instructions would be approved by the father? Why (not)?

p. 171: Ex. 2

c. Now compare the daughter's instructions to yours. Do you think your instructions would be approved by the father? Why (not)? 

personal answer -> e.g. Yes, they would be approved. / 

No, They wouldn't be approved because ... they aren't clear enough. 

                                                                                     ... they aren't specific enough.

                                                                                     ... they omit important details.

p. 171: Ex. 2

d. Do you think you need to improve your instructions? Change your first attempt (if necessary).

p. 171: Ex. 2

e. Which tips to write good instructions has she already applied?

e. Which tips to write good instructions has she already applied?

p. 171: Ex. 2

e. Which tips to write good instructions has she already applied?

f. Which of these tips could she use to improve her instructions?

p. 171: Ex. 2

f. Which of these tips could she use to improve her instructions?

Be specific

p. 171: Ex. 2

g. Watch her final attempt. Did she manage to write exact instructions?

g. Watch her final attempt. Did she manage to write exact instructions?

p. 171: Ex. 2

g. Watch her final attempt. Did she manage to write exact instructions?

She forgot to edit the instruction ‘get a butterknife and stick it inside of the jar’. She did alter the instruction ‘spread the peanut butter onto the face of one of your pieces of bread’.

p. 171: Ex. 3

Put the steps of 'how to make a paper airplane' in the correct order:

p. 171: Ex. 3

4a. What form of the verb is used?

p. 172: Ex. 4

a. What form of the verb is used?

the imperative

p. 172: Ex. 4

a. What form of the verb is used?

the imperative

p. 172: Ex. 4

p. 172: Ex. 4

p. 172: Ex. 6

When you are doing science experiments, safety rules are crucial. The students in the illustration violate them. Which ones? The words from the box below might be useful.

When you are doing science experiments, safety rules are crucial. The students in the illustration violate them. Which ones?

Ex. 6; When you are doing science experiments, safety rules are crucial. The students in the illustration violate them. Which ones? The words from the box below might be useful.