Invite them to use their own faces to express each of the emotions. Finally, organize the class into teams. Give them some time to use the words to express the emotions conveyed in the stories they listened to in Activity 4. Monitor walking around to encourage them to speak in English all the time. Discuss the question related to the text from the Reader. Ask students who locked Rapunzel up (an evil witch). Tell them to recall what the prince said when they wanted to help (the witch was coming; it was going to be dangerous). Product: Story Based on a Picture As you may recall, students will tell a story based on a picture. In this lesson, students will create a list of events related to the picture they chose and they will classify them in a chart depending on the moment of the story in which they occur. Organize the class into teams, read the instruction aloud, and have them write their lists. Encourage them to use a dictionary. Monitor while they work to provide any help they may need and to check. Once you have checked them all, have them classify the events in their charts. 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. Can you tell a story based on a picture? Invite students to answer the question orally. This time, have them share what they should take into account when they do it (structure: beginning, middle, and ending / conveying emotions while telling it). Differentiated Instruction Activity 5: Instead of working in teams, use the Four Corner Strategy to help kinesthetic students relax. On recycled sheets of paper, write: happy, surprised, sad, bored, and post one of them in each of the classroom’s corners. Read instructions and invite students to stand up and walk to the corner that has the emotion they identify with. If they don’t identify with any of the emotions written on the sheets, they may remain in the center and share orally which emotion they felt.
4 Listen to the stories and circle the pictures related to them. 7
(Answers may vary.)
5 Share how the stories made you feel.
ashamed
bored
happy
angry
Reader Why FoXldnŖt +ansel and *retel help Rapunzel? (pp. 22-24)
anxious
tired
sad
nervous
disappointed
confused
stubborn
surprised
Step 2 • Write a list of events that are related to the picture you chose. Then, create a chart to classify them: Beginning/Middle/Ending. Self-evaluation Re ect upon the following questions: • What did I do to explore imaginary stories based on pictures? Story Based on a Picture
• Was it easy for me to understand them? What can I do to improve?
19 Unit 2
Achievements
• Explore and listen to imaginary stories based on a picture. • Suggest stories with the aid of pictures.
Teaching Guidelines
• Link stories and images. • Express emotions conveyed by a story.
Development 4. Listen to the stories and circle the pictures related to them. 7 Organize the class into pairs. Explain to students that they will listen to a conversation between a kid who likes to take pictures and one of his friends. He will tell two stories about a pair of pictures, and students should link those stories to the corresponding images. Play Track 7 and have them perform the task. Check orally. 5. Share how the stories made you feel. Before you start this activity, tell students to go to page 106 to check the words included in the Glossary for this unit. Invite volunteers to read each definition aloud and encourage them to share experiences they have had in which they have felt that way. Then, go back to page 19 and draw their attention to the words.
Unit 2
T19
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