LFO Teacher's Guide - Book - Page 226
while the word might be similar, we might pronounce it slightly differently, such as in
‘hamburger’, where in English the ‘h’ is heard, it might be less pronounced in their L1. Ask
them to give other examples of foods that are cognates in English and their L1.
Post Listening
13. Let’s Talk!
Have the students look at the picture and discuss whether they
think it’s a smart machine or not and why. You can have them
do this in pairs or threes or you can do this with the whole class.
14. Let’s Do It!
Group Work Have the students work in small groups to create a
quick pizza maker.
Explain that in the future, according to the story, there will be
machines that make things for us very quickly. They have to, as
a group, invent a pizza maker that they think will make a pizza
in the least amount of time.
They have to follow the instructions and answer the questions
presented in the exercise.
When they finish creating their smart pizza maker, they have to
share their invention with the class. They should discuss, among
other things required, whether the pizza maker they created is
indeed ‘smart’.
They should use the checklist on page 246 of the workbook to
make sure they’ve done everything needed.
You can use the checklist below to evaluate their task.
Criteria
We drew/described our smart pizza maker.
We wrote how it will save time.
We wrote how it will save money.
We wrote how it will save energy.
We wrote how it will be fun to use.
We wrote how it will make great pizza.
We wrote correct sentences.
We checked our spelling.
We used capital letters and periods correctly.
We wrote our names on it.
194
Grade
SI: Students express feelings,
likes and dislikes // express
opinions.
P: Students use given criteria,
such as a checklist/rubric to
prepare presentations.
P: Students describe people,
places, things, events and
personal experiences in familiar
settings.
P: Students present
information on limited content,
supported by visual aids.
