Lesson
to evaluate the effects caused by listening to them, ask them to pay attention to volume and rhythm and have them complete the last sentences. 2. Listen and read. Detect pauses with your partner; draw a diagonal line (/) when you hear one. 11 Explain to students that they will listen to the second person from the previous activity again, but this time they will follow the reading to identify when he makes pauses. Play Track 11 and have them perform the task to detect how sounds and prosodic resources help to segment the sound chain, which helps to convey the message. Check orally. 3. Discuss which words from the previous activity have the following sounds; register them in the chart. Have students say how each of the letters in the chart sounds in Spanish. Then, organize the class into pairs and give them some time to discuss which words correspond to each sound. Explain that in English two different letters or groups of letters may share the same sound. Check by drawing the chart on the board and inviting volunteers to write the answers. You may ask them to look up the words in a dictionary and notice the phonetic symbols used: [h] for the first column, [i ː ] for the second [u ː ] for the third, and [ɜː ] for the fourth. Explain that those symbols are used to show the difference between the way the letters sound in Spanish and in English. 4. With your partner, reread the text in Activity 2 and answer. To help students learn expressions that widen repertoires of words, have them reread the text from Activity 2 to find the answer. Then, if possible, encourage them to use electronic devices to find some other expressions related to health such as in bad shape, bag of bones, nurse someone back to health, safe and sound, etc. Encourage them to include new expressions in the list they filed in their portfolios at the end of the previous session. Differentiated Instruction Activity 1: Use the Individual Response Card Strategy when you ask students to complete the last sentence. Instead of writing a word, they may draw a face on a piece of paper that expresses the emotion. Invite them to show it to you when you check the activity. Don’t forget to provide them with the word in English so they can answer in their books. Activity 3: Instead of working in pairs, use the Mini Lesson Strategy to teach students the sounds that some letters/groups of letters have in English: h/wh [j], e/ea/ee [i], ue/ui/oo/ou [u], ea/e before r [e].
Lesson
1 Listen to some instructions to eat well and identify stressed words. Then, discuss how each made you feel. 10 (Possible answers)
b The stressed words are…
a The stressed words are…
healthy, totally, picture, good health
none
It made me feel…
It made me feel…
interested
.
bored
.
2 Listen and read. Detect pauses with your partner; draw a diagonal line (/) when you hear one. 11
Eat healthy and you will be a healthy person! Have you ever heard that we are what we eat? That’s totally true! Eat healthy foods that the earth provides such as fruits, vegetables, seeds, and whole grain cereals. You will certainly become a picture of good health! / / /
/
3 Discuss which words from the previous activity have the following sounds; register them in the chart.
j
i
u
e
earth certainly person
true fruit food
eat be seeds
healthy heard whole
4 With your partner, reread the text in Activity 2 and answer. Which expression means in a very healthy condition ?
a picture of good health
28
Achievements
• Explore instructions to take care of health. • Interpret instructions.
Teaching Guidelines • Evaluate common elements in instructions and effects caused by listening or watching them. • Detect sounds and prosodic resources that help to segment the sound chain. • Classify words according to their sounds and learn expressions to widen repertoires of words. Development How important is the food you eat for your health? Ask students the question and invite them to answer using their arms to show the extent. 1. Listen to some instructions to eat well and identify stressed words. Then, discuss how each made you feel. 10 Organize the class into pairs. Play Track 10 for them to identify the stressed words. To evaluate common elements in both instructions, ask: What do both instructions have in common? (the information). Now,
Unit 3
T28
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