Lesson
ever rejected your help? Listen to the students’ experiences and be sure to provide them with the vocabulary they may need. Play Track 31 for them to follow the reading. Ask the question aloud and elicit the answer. Finally, play Track 31 again; this time, tell them to pay special attention to intonation and volume because they will need this information for working on the next activity. 2. Compare the way the two kids speak. Analyze the tone of voice in each case. Organize the class into pairs, read instructions aloud, and have them perform the task to differentiate tone, pace, and volume effects between the person receiving help and the one who is offering it. Check orally. 3. Listen, read, and explain the reason to ask for help using your own words. 32 Draw students’ attention to the picture and ask a volunteer to describe it. Play Track 32 for them to follow the reading. Then, have them paraphrase the reason given by Elsa to ask for help. Finally, encourage students to share if they have ever helped their community in a similar way. 4. Follow the instructions. Read the instructions aloud one by one, guiding students to follow them. First, give them some time to scan the text to detect known words and expressions. Once students have done it, create a class list by inviting them to read the words aloud as you write them on the board; elicit their meanings. Finally, explain to students that being familiar with those words and their sounds will help them read the text more fluently, with appropriate tone and rhythm. Ask volunteers to read aloud, and interrupt them to model when necessary. Don’t forget to congratulate the class stressing that they already have a broad vocabulary that they can use to communicate in English. Differentiated Instruction Activity 3: Use the Individual Response Card Strategy to help shy or struggling students participate without the fear of being heard. Ask students to write the answer on a strip of paper and pass it to the front. Read answers aloud when you receive them.
Lesson
1
Listen, read, and answer. 31 —I will never nish my homework. —Can I help you, Luis? —No, thanks, I can do it by myself. —Look, here’s the answer, you just have to read carefully. —Sorry for being rude, Memo! It was very easy a er all. —Glad to help you!
Did Luis accepted or rejected being helped?
He rejected the help.
2 Compare the way the two kids speak. Analyze the tone of voice in each case. (Possible answers)
anger.
Luis’s tone transmits Memo’s tone transmits
patience.
3 Listen, read, and explain the reason to ask for help using your own words. 32 Hi, kids! My name is Elsa and I’m here because I need your help to pick up trash from the beaches in our town. As you know, this is a ecting the animals that live there so it is very important to participate to solve the problem.
(Possible answer)
Why is Elsa asking for help?
because the beaches are dirty and it is a problem for the animals
4 Follow the instructions.
a Read the text from the previous activity in silence to underline words you already know. b Write them down and share some words with the class. c Read the text again with appropriate rhythm and tone. The words you already know will surely help you do it!
98
Achievements
• Explore dialogues containing expressions to offer and ask for help. • Examine ways to offer and ask for help. Teaching Guidelines • Differentiate tone, pace, and volume effects between the person receiving help and the one asking for it. • Paraphrase the reason to ask for help. • Detect known words and expressions as indicators to segment the sound chain. Development What words or phrases to ask for or offer help do you know? Ask: What words or phrases to ask for or offer help do you know? Encourage students to mention the ones they learned in the previous lesson. 1. Listen, read, and answer. 31 Draw students’ attention to the Glossary word in this activity (rejected) and invite them to go to page 110 to read its definition. Ask: What is the opposite of rejected? (accepted). Then, ask them: Has somebody
Unit 10
T98
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