Lesson
questions aloud one by one, and elicit answers. For the third one, encourage them to check the words on page 111 so they can answer (worried). 2. Listen to identify the characters and how they feel. Then, decide together which name to write on each line. 2 Before working in this activity, tell students to open their books to page 106 to check the words in the Glossary that correspond to this unit. Ask volunteers to read definitions aloud and use mimicry to clarify the meaning of each term. Then, have them go back to page 6, organize the class into pairs, and explain that they will listen to a conversation between the girl in the picture and one of her friends. Tell them that they should pay attention to their names and identify how each of them feels. Play Track 2 and give pairs some time to exchange information. Finally, encourage them to answer writing the names of the kids on the lines provided. Play the track again to check and invite them to identify two of the terms they have just learned (feeling blue / count on). Learning to Do 111 Ask students to go to page 111 and draw their attention to the Learning to Do section. Encourage them to explain what volume and rhythm are by looking at the pictures (the level of sound / the speed: fluency or pauses). Explain that the tone refers to the way you stress some words. Show all three elements by reading the sentence (The way we speak may communicate messages) using different volume, tone, and rhythm. Finally, ask them the questions inviting them to exaggerate volume, tone, and rhythm. 3. Listen again. Color bars to indicate volume, draw arrows to indicate rhythm, and answer the question. 3 To have students compare acoustic characteristics within dialogues (volume, tone, and rhythm), explain that you will play Track 3 but that this time they should focus on the way the girl speaks in each of her interventions. Explain that they should color the bars to indicate the volume and draw an arrow in the speedometer to indicate the rhythm. Then, they must write the words she is stressing. Check by drawing the bars and speedometer on the board and inviting volunteers to answer. Differentiated Instruction Activity 3: Use the Jigsaw Strategy to encourage collaboration. Organize the class into teams and assign each team only one of the three parts of the task. Invite teams to share their answers with the class so that everybody may write them in their books.
Can We Support Each Other?
1
Look at the picture and answer the questions. 111
Social Practice of the Language To exchange concerns within a dialogue Achievements š ([plore dialogXes that e[press FonFerns. š ([aPine the Zays to e[press FonFerns Zithin dialogXes. š ([press FonFerns and respond to theP Zithin short dialogXes. Product: Box of Concerns Family and Community Environment
a Where is the girl?
c How does she feel?
at school
worried
b What is she doing?
d How do you know?
studying
because of her expression
2 Listen to identify the characters and how they feel. Then, decide together which name to write on each line. 2 a The boy’s name is . b The girl’s name is . c is feeling blue because she doesn’t understand Math. d says she can count on him to help her study. 3 Listen again. Color bars to indicate volume, draw arrows to indicate rhythm, and answer the question. 3 111 Lucas Lucas Andrea Andrea
Andrea’s Second Intervention
Andrea’s First Intervention
Volume
Rhythm
Volume
Rhythm
Math, don’t understand
What words did Andrea stress?
6 Lesson 1
Achievement
Explore dialogues that express concerns.
Teaching Guidelines
• Anticipate general meaning from contextual clues. • Identify speakers and turn taking. • Compare acoustic characteristics within dialogues.
Development
What worries you? Write on the board: What worries you? Mime worried for students to understand and elicit answers. At this point, you may allow some Spanish words to help them feel more confident to express themselves, but always provide them with the words or phrases in English and have them repeat after you. Learning to Learn 111 Before working on Activity 1, go to page 111 in the Activity Book and draw students’ attention to the pictures and words in the Learning to Learn section. 1. Look at the picture and answer the questions. To anticipate general meaning from contextual clues, draw students’ attention to the picture. Ask the
Unit 1
T6
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