they may follow for their own dialogue. Then, read instructions aloud and give pairs some time to rehearse their dialogues, practicing what they have learned in this unit. Monitor to offer feedback. 6. Present your dialogue to another pair. To have students verify rhythm and stress patterns in words, tell them to present their dialogue to another pair and use the diagrams to assess the use of prosodic resources. Monitor while teams work to offer guidance in case they need it. Ask students about Roberto’s problem (his dog got lost; maybe it went into an abandoned house, but Roberto didn’t want to go alone). Ask a couple of students to tell how his friends helped Roberto. Once they have finished, ask the whole class if the answer is correct (they all went together to the abandoned house, even though they were a bit afraid). Finally, ask if the story has a happy ending (yes, they found the dog and promised to help one another). 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 propose three expressions to show solidarity and empathy, and they will copy them on cards. Monitor while they work to provide any help they may need. 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 support your friends when they are worried? Ask the question and encourage students to use expressions to show support and solidarity that they learned in this lesson. Differentiated Instruction Activity 6: Use the Group Based on Goals Strategy allowing struggling students to read their dialogues instead of memorizing them.
4 Reread the examples provided in Activities 2 and 3. Analyze which phrases are used for the following purposes.
to express doubts about a word you don’t remember to show empathy and solidarity
How do you say?… er…
I can go with you. / Count on me.
5 Use the information you prepared on this and the previous page to practice a dialogue with your partner. 6 Present your dialogue to another pair. How was the other pair’s volume, rhythm, and tone?
Reader +oZ did the groXp of friends help 5oEerto? (pp. 13-1)
They stressed the following words:
Rhythm
Volume
Step 4
Box of Concerns
• Propose three expressions to show solidarity and empathy. • Use color markers to copy them on cards. Self-evaluation Re ect upon the following questions: • Do I feel con dent to express concerns in a dialogue? Why or why not?
• Can I respond showing empathy and solidarity? How?
What can I do to improve?
13 Unit 1
Achievement
Express concerns and respond to them in short dialogues.
Teaching Guidelines • Explore expressions to continue the conversation after receiving responses or to express doubt when speaking. • Verify rhythm and stress patterns in words. Development 4. Reread the examples provided in Activities 2 and 3. Analyze which phrases are used for the following purposes. Organize the class into pairs, read instructions aloud, and have them review the examples provided on page 112, Activities 2 and 3, to explore expressions to continue the conversation after receiving responses or to express doubt when speaking. Check orally. 5. Use the information you prepared on this and the previous page to practice a dialogue with your partner. Before working on this activity, play Tracks 2 and 4 again; tell them to focus on how characters vary volume, rhythm, and tone, and to recall the models
Unit 1
T13
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