Lesson
dialogue or text). Tell them that it is called a transition word. Then, ask: What word gave you a cue for the greeting? (Hi) And for the closing? (Bye!). Finally, have them identify the Glossary term (at ease) and invite them to use body language to express its meaning (relaxed). 2. Listen and answer the questions together. 4 Explain to pairs that they will listen to a dialogue and that this time they have to pay attention so they are able to link concerns to people who express them. Play Track 4 for them to work on the task; then, play it again to check. Have students identify the Glossary word (concerned) and elicit a sentence using it. 3. Work together to write a question for each statement. Follow the example. Read instructions aloud and draw students’ attention to the example. Review Wh- question words with them and have them notice that to write the question, they should start with one Wh- question word and then follow using the information provided in the statement. Give pairs some time to ask questions to determine theme. Monitor while they work and check by asking volunteers to write the questions on the board. Differentiated Instruction Activity 3: Use the Mini Lesson Strategy to remind students the structure of Wh- questions.
Lesson
1 Read and analyze together the dialogue to identify its parts. Write them on the corresponding line.
body
closing
greeting
greeting
Hi , Aldo! Do you want to tell me what’s going on?
body
Well , I’m afraid my dog is sick and I don’t feel at ease . Why don’t you ask your parents to check how it is going? That is a great idea! Thanks for your help!
closing
You’re welcome! Bye! 2 Listen and answer the questions together. 4
a Who is worried because he lost his uniform jacket? b Who is concerned about Sergio? c Who has an extra uniform jacket? 3 Work together to write a question for each statement. Follow the example. Sergio Ana Mario
a Q: A: Aldo isn’t at ease because he didn’t study for the exam. b Q: A: Ana is concerned about Sergio. c Q: A: Sergio is worried because he lost his jacket. Why isn’t Aldo at ease? Who is Ana concerned about? Why is Sergio worried?
8
Achievements
• Explore dialogues that express concerns. • Examine ways to express concerns within dialogues.
Teaching Guidelines • Recognize the structure of dialogues from their own conversation routines (greetings, transitions, farewells, etc.). • Link concerns to people who express them. • Ask questions to determine theme. Development How do you know if your friends are worried? Ask students: How do you know if your friends are worried? Elicit that they might be able to notice if they observe their face and body expressions. 1. Read and analyze together the dialogue to identify its parts. Write them on the corresponding line. Organize the class into pairs, read instructions aloud and have them recognize the structure of dialogues from their own conversation routines. When you check orally, ask: What does the word Well indicate? (the beginning of the body, which is the main part of the
Unit 1
T8
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