Lesson
1. Work in pairs to start a dialogue. Establish contact and show empathy. Organize the class into pairs, draw their attention to the picture, have them describe it, and invite them to share occasions in which they have felt that way. Read instructions aloud and give them some time to complete the sentences in the speech bubble. Invite volunteers to practice reading the sentences using prosodic resources appropriately to establish initial contact and empathy with others. 2. Work together to write sentences that express concerns. Follow the example. Have students work with a different partner to perform the task. Suggest that they leaf through the pages of this unit to find models they can follow to propose new situations. Monitor to offer help when required. Finally, encourage students who didn’t volunteer in the previous activity to read the sentences using prosodic resources appropriately to express concerns. 3. Work together to decide how to respond to one of the concerns you wrote in the previous activity showing solidarity. Students will work with a different partner to leaf through the pages of the unit to look for expressions to respond to concerns showing empathy and solidarity. Again, encourage students who haven’t participated as volunteers to read them using prosodic resources appropriately. Differentiated Instruction Activities 1, 2, and 3: Use the Think-Pair-Share Strategy trying to form pairs in which one of the students may tutor the other. Be sure to highlight the contributions of both students.
Lesson
1 Work in pairs to start a dialogue. Establish contact and show empathy.
(Possible answers)
What happened?
Hi! You look
worried
.
2 Work together to write sentences that express concerns. Follow the example. (Possible answers)
I don’t feel… how do you say?… er… at ease because I haven’t studied my speech for the ceremony.
I’m worried about my IBNTUFS UIBU JT TJDL
I’m afraid that I lost NZ .BUI CPPL
3 Work together to decide how to respond to one of the concerns you wrote in the previous activity showing solidarity.
(Possible answers)
8IZ EPOU ZPV UBLF JU UP UIF vet? I can go with you.
I totally understand, you can count on me.
* XJMM IFMQ ZPV mOE JU DPVOU on me.
12
Achievement
Express concerns and respond to them in short dialogues.
Teaching Guidelines • Establish initial contact and empathy with others (e.g., Hi! You look worried. / Do you want to talk to me about what’s going on?, etc.). • Express concerns (e.g., I’m worried about…, I’m afraid that…, I don’t feel at ease, This is a big problem ). • Respond to concerns showing empathy and solidarity (e.g., Why don’t you…? / Count on me. / Everything will turn all right. / I’m behind you ). Development How do you support your friends when they are worried? Write on the board: How do you support your friends when they are worried? Invite a pair of volunteers to the front, tell one of them to act out as if he/she were worried and the other will show support without talking.
Unit 1
T12
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