Lesson
very similar to the ones presented during the unit and that they can use them by changing some details to express their own ideas. 1. Recall the dialogues in the previous lessons to fill in the chart. Read instructions aloud and invite students to go back to each of the activities indicated in the chart to recall the names of the kids and what were their concerns. Then, suggest that they use the models included on page 111 so they can reproduce the exact expressions the kids used. Give them some time to fill in the chart. Check orally comparing the elements used in each of the expressions to establish patterns that can be used in statements that express concerns. 2. Write the words or expressions your teacher will dictate. Then, use some of them to improvise a quick exchange. To widen repertoires of words and reinforce spelling, dictate the expressions provided as answers in this Guide. Once you have finished, invite volunteers to write them on the board to check. Finally, organize the class into pairs and invite them to improvise a brief dialogue in a quick exchange (e.g.: “I’m worried about the exam.” “Don’t worry, I will help you study.”). 3. Write a dialogue to express a concern and offer help. Organize the class into pairs, read instructions aloud, and give them time to write their dialogues. As this is the first totally free practice activity in the unit, be sure to monitor students closely so they feel confident enough to produce. Suggest that they check the models provided both in the dialogues from the previous lessons and on page 111. Invite volunteers to read their dialogues aloud. Differentiated Instruction Activity 1: After reading the instructions, use the First of Five Strategy asking students to use their fingers as a scale of one to five to express the help they think they will need to perform it. Work closely with students that need more help.
Lesson
1 Recall the dialogues in the previous lessons to fill in the chart. 111
Phrases to Express Concerns
page 6, Activity 2
Andrea:
I’m really worried about…
page 8, Activity 1
Aldo:
I’m afraid… and I don’t feel at ease.
page 8, Activity 2
Ana:
I’m concerned about…
page 8, Activity 2
(Sergio)
He was very worried.
2 Write the words or expressions your teacher will dictate. Then, use some of them to improvise a quick exchange.
a b c d e 3 Write a dialogue to express a concern and offer help. Don’t worry, I will help you. I’m concerned about… at ease I’m afraid… I’m feeling blue.
(Possible answers)
That’s not a big problem, I will help you!
I’m worried because I cannot learn the choreography.
10
Achievement
Examine ways to express concerns within dialogues.
Teaching Guidelines
• Compare elements in expressions to establish patterns that can be used in statements that express concerns. • Dictate words and expressions to widen repertoires and reinforce spelling. Development What do you do when you are worried? Ask students: What do you do when you are worried? and encourage them to show you using body language. Learning to Know 111 Go to page 111 in the Activity Book and invite volunteers to take turns to read each of the models provided in the Learning to Know section. Have students underline the expressions used to communicate concerns (I’m really worried about… / I’m afraid… I don’t feel at ease. / I’m concerned for… / She is very worried). Stress that these models are
Unit 1
T10
Made with FlippingBook - Online magazine maker