Lesson
1. Listen and discuss.
33 Have students identify the Glossary expression in this activity (leave me alone) and tell them to read the definition on page 110. Go back to page 100 and draw their attention to the picture and invite students to “read” the boy’s body language. Play Track 33 for them to listen while they follow the reading. Organize the class into pairs, read the two questions aloud, and give them some time to discuss their answers. Finally, invite pairs to share their conclusions. Stress that, in this case, the silence of the boy has a totally different meaning than the one they analyzed before (p. 97, Activity 6). Ask them: What elements did you consider to make your inference? (body language, the expressions used afterwards, the tone of voice). 2. Modify the dialogue to make the boy accept his mother’s help. Students will continue working in pairs to review ways to accept or reject help. Read instructions aloud and encourage them to give voice to the boy and write a reason that explains why he is acting that way (second line) and to suggest a way in which he accepts his mother’s help (fourth line). Monitor while they work to check they are including the expressions they learned in the previous lesson. When everybody has finished, invite pairs to read their dialogues aloud. Learning to Know 120 Go to page 120 in the Activity Book and invite volunteers to take turns to read the expressions provided in the graphic organizer. Draw their attention to the arrow in the left and explain that all expressions are respectful, but that the ones on the top of both lists are more courteous. Ask: Who would you use Organize the class into small teams, read instructions aloud, and invite volunteers to read aloud each of the situations to ensure they have understood all of them. To classify expressions to offer and ask for help, considering courtesy and empathy, give teams some time to write a suitable expression for each of the cases; monitor to offer help if required. When all teams have finished, have them share their answers by reading them aloud. Differentiated Instruction Activity 2: Use the Think-Pair Share Strategy to form pairs in which one may tutor the other to modify the dialogue. Be sure both of them contribute with ideas. them with? (older people, unknown people). 3. Read the following situations. Choose an appropriate expression for each.
Lesson
1
Listen and discuss.
120
33
—Hi, dear! Are you alright? You look sad. (silence) —Do you need help? — Leave me alone ! —OK, if you need something please tell me. • What does the silence mean? • Did the boy accept or reject his mother’s help?
2 Modify the dialogue to make the boy accept his mother’s help.
(Possible answers)
—Hi, dear! Are you alright? You look sad. —(say why he is sad) —Do you need help? —(say how he can accept help) I failed my Math exam.
Yes, please help me study for the next exam.
3 Read the following situations. Choose an appropriate expression for each. 120
Your father is washing the car and he seems tired.
You see an unknown lady who falls in the street.
I will give you a hand.
May I oer you my help?
You have many things in your hands and you cannot open a door; you see a friend.
Give me a hand with this.
Your teacher has plenty of books to carry to the other classroom.
You need to move a heavy box and you don’t know the people who are around. If you don’t mind, I really need your help with this box.
May I help you?
100
Achievement
Examine ways to offer and ask for help.
Teaching Guidelines
• Review ways to accept or reject help. • Classify expressions to offer and ask for help, considering courtesy and empathy.
Development Do you use the same language to speak to everyone around you? Ask students: Do you use the same language to speak to everyone around you? Encourage them to reflect upon their answers taking into account personal experiences. Learning to Learn 120 Invite students to go to page 120 in the Activity Book to read the tips provided. Encourage volunteers to act out some of the facial expressions described and have the class “read” what they are communicating according to the tips they have just read.
Unit 10
T100
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