LFO Teacher's Guide - Book - Page 220
If you have access to the digital format, go to the
Vocabulizer online (www.eadventure.co.il/LFO/vocab) and
have the students work there. If not, teach the vocabulary
from the book.
Make sure the students are familiar with the words in the
Words I Know (fruit, farm, vegetable).
AI: Students use information tools
such as a glossary, a simplified
learner’s dictionary, online
dictionary, table of contents,
guided search engines, simplified
E-books, YouTube videos.
Read them and have the students explain/show you what the words mean. Do at least one
review activity. For ideas, go to page v, Teaching Vocabulary.
Teach the new vocabulary words from New Words (air, at least, city, electricity, green,
impossible, safe). Reinforce these new words via at least one or two activities.
For more ideas on how to work on vocabulary, go to page v, Teaching Vocabulary.
HOTS: PREDICT
Section Title – Turn the students’ attention to the heading of the
section. Ask them to look at the heading and the picture and try
to guess, based on what they’ve read so far, how Pine Lake will
change. Write the answers down so you can refer to them at the
end of the section and then remind them of their answers to see
how many of the students were correct.
SI: Students express feelings,
likes and dislikes // express
opinions.
AI: Students extract information from
Pre-Reading
visual data, such as timetables, schedules.
1. Let’s Think!
HOTS: COMPARE AND CONTRAST
Pair Work: Have the students look at the picture on
SI: Students interact for a limited range
pages 202-203 and compare them to the pictures on
of purposes, such as following basic
pages 44-45. In pairs, they should compare and
contrast the two pictures and write two things that are instructions and directions, asking for
the same and two things that are different.
and giving information, making and
fulfilling simple requests.
While Reading
2. Let’s Read!
Go to www.eadventure.co.il/LFO to play this text.
Have the students start reading the comic strip. Have the students AI: Students understand the
general meaning, main
look at frame 1 and ask:
ideas and the sequence of
• What city are the children looking at? (Pine Lake City)
events in a text, and use
• How is Pine Lake City described? (smart)
this knowledge as needed.
• What does the smart city save? (energy)
• What ‘smart’ things are there in Pine Lake City? (smart
buildings, roads and cars)
• What do they use to make electricity? (the sun)
• How does this affect Pine Lake City? (it’s clean, quiet and green)
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