6. On a sheet of paper, ask for your classmates’ concerns. Write the answers too.
4 Complete the dialogue using your own ideas. Hi, Maria
(Possible answers)
Explain to students that they will work with another pair so they can read their dialogues to them. Read aloud the questions and answers in Activity 3 and suggest that they follow those models so they can write their own question and answer using the information provided by the other pair. Monitor to check and invite some pairs to read their answers aloud. Ask students what happened when David was alone during recess (a girl invited him to play with her and other children; he felt happy). Then, ask them to describe what happened in the art class (David didn’t have materials, but his new friends lent him theirs). Product: Box of Concerns As you may recall, in this unit students will create a box of concerns in which they will put some strips of paper with common concerns they have so that at the end of the unit they may improvise dialogues using them. In this lesson, students will write three questions to ask for concerns. Organize the class into teams, read the first instruction aloud and have them follow the models included in this lesson to write their questions. Monitor while they work to check all their questions. Once you have checked them all, read the second instruction and monitor while they copy them onto cards. This activity will be your second evidence in this unit; ask students to file it following the procedure you prefer. 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. How do you know if your friends are worried? Invite students to answer the question. This time elicit that they can find out if they ask their friends. Encourage them to say the questions they learned in this lesson to ask about concerns.
! Do you want to tell me what’s going on?
Well, , I’m afraid and I… hmm… I don’t feel at ease. 5 Read the dialogue from Activity 4 to analyze how each line sounds. Check ( ✔ ) the box that corresponds. Line The intonation goes… …up …down I cannot learn the choreography Toño for the festival
✔
Hello! Are you OK?
✔
I’m fine, thank you, and you?
Reader How did some children support David? (pp. 8-9)
6 On a sheet of paper, ask for your classmates’ concerns. Write the answers, too.
Step 2 • Write three questions that you can use to ask your classmates about their concerns. • Use color markers to copy them on cards. Self-evaluation Re ect upon the following questions: • What did I do to examine ways to express concerns in this lesson? Box of Concerns
• Was it easy for me to do it? Why or why not?
What can I do to improve?
Unit 1
9
Achievement
Examine ways to express concerns within dialogues.
Teaching Guideline
Rephrase/Repeat expressions to analyze the sound chain.
Development 4. Complete the dialogue using your own ideas. Organize the class into pairs. Read the instructions aloud and have students notice that the dialogue is very similar to the one in Activity 1. Explain to them that they will fill in the blanks with their own names and concerns. Suggest that they use one from the lists of concerns they wrote at the end of the previous lesson (p. 7). Monitor while pairs work to check. 5. Read the dialogue from Activity 4 to analyze how each line sounds. Check ( ✔ ) the box that corresponds. Read instructions aloud and then the examples exaggerating the intonation to show how sounds go up and down in a sentence. Then, have pairs rephrase or repeat the expressions they wrote in the previous activity to analyze the sound chain and decide which box to check. Monitor while they work to offer help if required.
Differentiated Instruction
Activity 4: Use the Individualized Feedback Strategy to help struggling students to write their concerns.
Unit 1
T9
Made with FlippingBook - Online magazine maker