Remind students that Jenny didn’t know how to help the community. Ask them what her grandma suggested (she said Jenny could take care of trees and plants, or avoid throwing garbage in the streets). Product: Dialogue As you may recall, in this unit students will write and act out a short dialogue in which they will ask for or offer help. In this lesson, they will plan the details of the dialogue so they can choose an appropriate language. Organize the class into pairs, read the instruction aloud, and give them some time to decide and write down the details. Monitor while they work to check. This activity will be your third evidence in this unit; ask students to file it following the procedure you prefer. Once they have finished, invite them to complete the diagrams they created in Lesson 2 with the new expressions they learned in this lesson. 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. Do you use the same language to speak to everyone around you? Ask students the question and this time invite them to explain how the expressions they use vary depending on the relationship they have with the person they are talking to. Differentiated Instruction Activity 4: Use the Gather Background Information Strategy to find out if any of your students come from a different culture or have a close relationship with people from different cultures. If so, invite them to share how they usually show attention, support, or gratitude.
4 Match the columns.
b
In Western cultures, we usually show our gratitude saying “Thank you.” We may also use gestures, facial expressions, or body language. In India, they don’t say “thank you” to a friend or relative , only to strangers. They show their gratitude to the loved ones with anjali mudra (two hands together close to the heart) and a smile. a In Eastern Europe, they o er owers to thank someone or to show respect. It is also appropriate to give a small gi or chocolates. In Japan, they show gratitude by bowing . Bowing is part of their ancient traditions and it can be also used to say hello or goodbye, to apologize to someone, or to ask a favor. c d
a
b
c
d
Reader +oZ Fan yoX help the FoPPXnity aFFording to JennyŖs grandPa? (pp. 12-121)
Step 3 • Plan the details of your dialogue (place, relationship, attitude, etc.). Self-evaluation Dialogue
Re ect upon the following questions: • Did I o er and ask for help always in the same way?
• If not, which are the most relevant aspects for me to consider?
What can I do to improve?
101 Unit 10
Achievement
Examine ways to offer and ask for help.
Teaching Guideline
Compare ways to demonstrate attention, support, and gratitude in different cultures.
Development 4. Match the columns.
Have students identify the Glossary words in this activity and invite them to read their definitions on page 110. Then, ask them to go back to page 101 and draw their attention to the pictures on the left side. Ask them: What are all the people in the pictures doing? (demonstrating attention, support, or gratitude). Invite volunteers to read the descriptions on the right side and have the class match each of them with the corresponding picture. Once they have answered, ask them to explain how they usually demonstrate attention, support, and gratitude to the people in their own culture, and encourage them to compare the different ways shown on this page and their own by saying what they all have in common.
Unit 10
T101
Made with FlippingBook - Online magazine maker