Lesson
Learning to Do 112 Go to page 112 in the Activity Book and invite volunteers to take turns to read the information
Lesson
1 Circle the expression that shows the beginning, underline the one that marks the middle, and draw a square around the one that announces the ending. 112
provided in this section to reinforce the classification of events in a story. Then, go back to Activity 1 on this page and have them answer each of the questions included in the chart from the Learning to Do section. 2. Reread the text to fill in the chart. Students will continue working with the same partner to identify words or expressions they don’t understand in the text they read in the previous activity. Once they have written them in the first column, explain that it is not always necessary to use a dictionary to look up unknown words because sometimes it is enough to reread the text as it give us clues to clarify the meaning. Draw their attention to the expression: I was on cloud nine! and ask: Which event occurred just before he used that expression? (he won the competition). So, what can it mean? (he was extremely happy). Give them some time to infer the meaning of other words or expressions they wrote and check by asking pairs to read their answers aloud. Learning to Know 112 Go to page 112 in the Activity Book and invite volunteers to take turns to read the information provided in this section so students can be familiarized with the use of past tense for telling stories. 3. Write the sentences from the box in the timeline. Draw students’ attention to the box, have them read the sentences, and identify them in the text from Activity 1. Organize the class into pairs to have them perform the task to contrast temporal relations between events based on the tenses used. Draw the timeline on the board and ask volunteers to write the sentences in the corresponding place. 4. Share if you have had a similar experience. Organize the class into teams of four. Read instructions aloud and give them some time to make connections with personal experiences (participating in a competition) and share them with their classmates. Differentiated Instruction Activity 3: Use the Mini Lesson Strategy if you consider it necessary to remind students that present tense can be used to talk about routines and future tense to express actions that will happen after you speak. Elicit some examples so they can recall both structures.
An Amazing Experience Last Sunday, the minibike competition took place in the city. Certainly, we were ready to start. I was feeling very nervous although I practice every day. I was sure I had an opportunity to win. Finally, I did it! I was on cloud nine! That’s why I will celebrate tomorrow.
2 Reread the text to fill in the chart.
(Answers may vary.)
Words or expressions I don’t understand in the story “An Amazing Experience”
Meaning
3 Write the sentences from the box in the timeline. 112 121
He will celebrate tomorrow.
The boy practices every day.
The competition took place last Sunday.
Past
Present
Future
The competition took place last Sunday.
The boy practices every day.
He will celebrate tomorrow.
4 Share if you have had a similar experience.
20
Achievement
Suggest stories with the aid of pictures.
Teaching Guidelines
• Reread to clarify the meaning of words and expressions. • Contrast temporal relations between events based on the tenses used. • Make connections with personal experiences. Development How can you differentiate the three parts of your story? Write the question on the board and elicit answers from your students. Encourage them to think of creative ways to do it. 1. Circle the expression that shows the beginning, underline the one that marks the middle, and draw a square around the one that announces the ending. Organize the class into pairs. Read instructions aloud and give them a few minutes to work on this task. Suggest that they check the information provided on page 112 in their books. Check orally.
Unit 2
T20
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