Lesson
places and ask the class to tell what they saw; e.g., While Julio was sleeping, Pedro left the classroom. 1. Read the events in the chart and complete the headings for the columns. Draw students’ attention to the picture and ask volunteers to read the sentences in the chart aloud. Then, have them complete the headings to compare ways to express events in past tense. Check by asking volunteers to write their answers on the board 2. Read the letters and contrast their themes. Organize the class into pairs. Tell them to read both letters so they can contrast letters about personal experiences with letters about other themes. Invite pairs to share their answers by reading them aloud. Finally, tell students to go back to the letters from the previous lesson to identify their theme (p. 36, Activity 2: sharing an experience; p. 37, Activity 4: an invitation; p. 37, Activity 5, a reply to the invitation). 3. Reread the letters in this and the previous lesson. Write three sentences that express personal experiences. Students will continue working in pairs to recognize language formulas and sentences that express personal experiences. Read instructions aloud and give them some time to perform the task while you monitor walking around to offer help if required. To check, ask volunteers to write their answers on the board. Ask the question in the Time to Shine! box and invite students to share the expressions they use in their native language. Provide them with the equivalents in English and suggest that they add them to their lists of words and expressions in their portfolio. Differentiated Instruction Activity 2: Use the Choral Response Strategy to encourage shy or struggling students to participate saying the answers aloud. Activity 3: Use the Open-ended Strategy to help students identify the sentences. Say the first part of the answer included in this Guide and encourage students to find it in the letters.
Lesson
1 Read the events in the chart and complete the headings for the columns. 114 121
Events that
Events that Speci c Time
Started and Finished
in the Past Developed at a
in the Past
Last Saturday, in my birthday party,… … we played games. … we ate cake.
When the rst guest arrived… … my dad was decorating the house. … I was blowing balloons. … my mom was preparing the sandwiches.
2 Read the letters and contrast their themes. July 9, 2019 Hi Marco, Happy birthday! I hope you
July 11, 2019
Hello Danna, Thanks for writing. I had the best birthday party ever! Mom and Dad helped me prepare it. All my friends came and we played games and ate cake. I hope you can come next time. Keep in touch , Marco
are having a wonderful day. We couldn’t go to visit you this year, but I promise the next one we
will be there. Missing you, Danna
In this letter, Marco is
In this letter, Danna is
his birthday congratulating
sharing an experience
Marco for .
with Danna.
3 Reread the letters in this and the previous lesson. Write three sentences that express personal experiences.
š WhiFh phrases do yoX Xse to e[press personal e[perienFes in yoXr natiYe langXage? Time to Shine!
I’m writing you to tell you I visited my family in Guanajuato. / I’m very excited because I will be playing the bass in the music festival. / I had the best birthday party ever!
38
Achievement
Interpret personal experiences in letters.
Teaching Guidelines • Compare ways to express events in past tense. • Contrast letters about personal experiences with letters about other themes. • Recognize language formulas and sentences that express personal experiences. Development What is the purpose of writing a letter? Ask aloud: What is the purpose of writing a letter? Invite students to share their ideas. Learning to Know 114 Go to page 114 in the Activity Book and invite volunteers to take turns reading the information provided in the Learning to Know section so students can be familiarized with the difference between simple past and past progressive. To reinforce, ask two volunteers to go to the front. Tell one of them to mime as if he/she is sleeping and tell the other to leave the classroom for a moment. Have them go back to their
Unit 4
T38
Made with FlippingBook - Online magazine maker