words in the dialogue that contain those sounds (Thursday, month, three, shoes, t-shirts, fun, umbrella) and have students repeat after you, making sure they pronounce correctly. Finally, have them practice the dialogue in pairs. 5. Work with your partner to look for examples for each sound and write them down. Organize the class into pairs. Read instructions aloud and explain that they can use electronic devices or a dictionary to perform the task. If they don’t have access to an online dictionary, you may draw the phonetic signs for each sound on the board so they are able to look them up in a printed dictionary. Monitor while they work and, when they have finished, invite pairs to share their answers by writing them on the board. Read the statement in the Time to Shine! box encouraging different students to share their knowledge.
4 Listen to the dialogue and write the missing letters. Then, practice the dialogue with a partner. 5 Luis: Hi, So a! Where did you go last ursday? So a: I went camping with Laura. We had a lot of f n! Luis: I will go next mon . Do I need to take an mbrella? So a: No, you don’t, but take special oes for climbing and at least ree t- irts. Th th sh th sh u u
5 Work with your partner to look for examples for each sound and write them down.
thanks, Math, bath, theme dish, sh, push, short bus, lunch, run, summer
a th: b sh: c u:
š 6hare soXnds yoX knoZ froP other langXages that do not e[ist in 6panish. Time to Shine!
Reader Why did 6noZ White eat a poisoned apple? (pp. 17-21)
Step 1
• Show your pictures to your team. • Share when they were taken, who is in the pictures, where they were taken, and what was happening in each. • Select one of the pictures and write its description. Self-evaluation Re ect upon the following questions: • Could I imagine stories based on pictures? • Which aspects were important for me to do so? What can I do to improve? Story Based on a Picture
Discuss the question related to the text from the Reader. First, ask students who poisoned
the apple (Snow White’s stepmother) and why she did it (she was jealous of Snow White’s beauty). Ask them why Snow White didn’t know she was in danger and ate the apple (the queen was disguised). Product: Story Based on a Picture In this unit, students will tell a story based on a picture. In this lesson, they will select the picture they will work with to tell their story. Organize the class into teams, read the first and second instructions aloud, and give them some time to share information about their pictures. Monitor while they work to encourage them to speak in English as much as possible providing vocabulary they may need. After some time, read the third instruction and explain to students that they will work with that picture the rest of the unit so they should have it with them during their English classes. Invite them to write its description on a sheet of paper. This activity will be your first 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. What do you take pictures of? Invite students to answer the question in English using the words they learned during this lesson.
17 Unit 2
Achievement
Explore and listen to imaginary stories based on a picture.
Teaching Guideline
Differentiate specific sounds that do not exist in their native language.
Development 4. Listen to the dialogue and write the missing letters. Then, practice the dialogue with a partner. 5 Tell students that they will listen to a conversation that the girl from the previous session has with another friend. Have them take a look at the activity and ask: What is the girl’s name? (Sofia) and What is she talking about? (her experience camping with her friend Laura). Explain that this time they will listen to differentiate specific sounds that do not exist in their native language and that they should try to fill in the blanks with the missing letters. Play Track 5 for them to work on the task. Check by inviting volunteers to write the words on the board. Next, give students a few minutes to read the dialogue. Ask: Do you identify the sounds that don’t exist in your native language? (yes) Which ones? (th [ ș ], sh [ ݕ ], u [ ݞ ]). Read the
Unit 2
T17
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