6. Discuss. Draw students’ attention to the picture in Activity 5 and ask the question aloud so they can generate ideas about the function of silences. Explain that there are not “correct answers,” but that they should consider details such as the boy’s facial expression, his posture, the sigh they heard during the dialogue to infer the meaning of the boy’s silence. 7. Practice reading the dialogue with a friend. Then, answer the questions. Remind students they learned in Unit 1 what volume, rhythm, tone, and body language are, and they have been using them throughout the rest of the units. Ask: Why is it important to use them when acting out a dialogue? (to convey meaning and emotions). Read the instructions aloud and give pairs some time to rehearse the dialogue. Once they have finished, have them answer the questions for self-assessment.
5 Listen to the dialogue. Circle the greeting, draw a square around the body, and underline the farewells. 30 —Hi! May I help you? (silence and sigh) —I will give you a hand, you’re carrying lots of books. —Thank you for helping me. —You’re welcome! Is it OK if I leave them here? —Yes, that’s perfect! —See you around! —Bye!
6 Discuss. š What do you think the silence meant? (Possible answer)
He couldn’t speak because he was
holding the books with his chin or he was very tired.
7 Practice reading the dialogue with a friend. Then, answer the questions.
Did I use appropriate volume?
Did I use appropriate rhythm?
Did I use body language and gestures?
Did I use appropriate tone?
Reader +oZ did Jenny help her grandPa? (pp. 113-11)
Step 1 • Write a list of situations in which you may ask for or o er help. Choose one. Self-evaluation Re ect upon the following questions: • What did I do to explore dialogues containing expressions to o er and ask for help? • Which of the strategies was the most e ective? What can I do to improve? Dialogue
Have students tell what was going on with Jenny’s grandma (she was struggling with a
bottle of juice). Ask them what Jenny offered to do when she said “I will give you a hand” (to open the bottle).
97 Unit 10
Product: Dialogue In this unit, students will write and act out a short dialogue in which they will ask for or offer help. In this lesson, students will decide the situation for their dialogue. Organize the class into pairs, read the instruction aloud, and have them draft their lists of situations. Once they have them ready, they should choose one situation. This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. Which are the parts of a dialogue? Invite students to answer the question including the concepts they recall from this lesson. Differentiated Instruction Activity 7: Use the Speedometer Strategy to catch the attention of kinesthetic students. Explain that they will use their arms to show whether or not they could read the dialogue using body language and prosodic resources (volume, rhythm, and tone) appropriately.
Achievement
Explore dialogues containing expressions to offer and ask for help.
Teaching Guidelines
• Contrast elements that are part of the structure of dialogues. • Generate ideas about the function of silences. Development 5. Listen to the dialogue. Circle the greeting, draw a square around the body, and underline the farewells. 30 Organize the class into pairs. Divide the board in two halves, write Greetings and Farewells as headings, and invite volunteers to write examples for both (Greetings: Hi! What’s up? Hello! Good morning/ evening/night; Farewells: Bye, Goodbye, See you! Have a nice day). Then, ask: How would you choose which one to use? (it depends on the relationship we have with the other person, how formal or informal we want to be). Invite them to give examples ( What’s up? with friends, Good morning with the teacher). Then, read instructions aloud and give pairs some time to work on the task to contrast elements that are part of the structure of dialogues. Check orally.
Unit 10
T97
Made with FlippingBook - Online magazine maker