Lesson
to perform the task. If necessary, play it again to check. 2. Match the columns. Organize the class into pairs and ask volunteers to read aloud each of the dialogues. Guide them to use correct intonation, volume, and rhythm. Once the three dialogues have been read, have pairs establish the relationship between participants by matching the columns. Check orally. 3. Draw an experience in which you offered or received help. Read the instruction aloud and give students some time to draw their experience. Tell them to include details such as the place, facial expressions, time of day, etc. Monitor walking around while they work. 4. Share your experience with a partner. Once all students have finished drawing, organize the class into pairs and have them share their experience by asking and answering the questions provided. Monitor to provide them with vocabulary words they may need and to encourage them to speak in English all the time. After a few minutes, invite some pairs to share their experiences with the class. Differentiated Instruction Activity 4: Instead of working in pairs, you may use the Open-ended Statement Strategy to help struggling students to describe their experiences by providing them with the first part of the sentence, e.g., I was in… / I helped Dad… Be sure to ask them to repeat the complete sentence after you.
How Can We Help Others?
Social Practice of the Language To interpret and use expressions to oer and receive help Achievements š ([plore dialogXes Fontaining e[pressions to oer and ask for help. š ([aPine Zays to oijer and ask for help. š ([Fhange e[pressions Xsed to oijer and ask for help. Product: 'ialogXe Family and Community Environment
1
Listen and write the letter that corresponds in the square provided. 29
c
a
b
2 Match the columns.
a —Tommy, let me help you. —Thanks!
c a b
family members friends strangers
b —Hey, boy! Can you help me? —Of course! Hand me your bag. c —Do you need help, Mom? —Yes, please help me hang up these clothes.
3 Draw an experience in which you offered or received help.
(Answers may vary.)
4 Share your experience with a partner. š Where were you? š Who helped you or who did you help? š What was the relationship between you two? š How did you help or how did they help you?
96 Lesson 1
Achievement
Explore dialogues containing expressions to offer and ask for help.
Teaching Guidelines
• Use contextual clues to compare situations in which help is asked for and given. • Establish the relationship between participants. Development Which are the parts of a dialogue? Ask: Which are the parts of a dialogue? Elicit answers encouraging students to use their previous knowledge. 1. Listen and write the letter that corresponds in the square provided. 29 Draw students’ attention to the picture and ask: What do they have in common? (in all of them there is one person who is helping another). Explain to them that they will listen to the dialogues between the characters in each of the pictures. Tell them to pay special attention to contextual clues so they can use them to compare the situations and decide which dialogue matches each picture. Play Track 29 for them
Unit 10
T96
Made with FlippingBook - Online magazine maker