the connector chorally and elicit its function ( during to tell when the event happened, for example to give examples, also to add information, while to tell when the event happened, and to add information). If necessary, you can also write on the board the text provided as a possible answer for Activity 5 (included in this Guide) before playing the track so students may follow it while listening. 5. Use words and punctuation marks to link your events. Tell students to use the connectors and punctuation marks provided in the Appendix to establish progression in their letter. You may differentiate this task for struggling students having them link only one event with its details. Monitor while they work to check. Draw a vertical rectangle on the board, like a sheet of paper. Draw arrows where each of the six parts of a letter should be. Have six volunteers write the name of the parts next to the arrows. Then, write a short letter on the board with the whole class. Product: Letter with Personal Experiences As you may recall, students will write a letter to share a personal experience. In this lesson, they will write events related to the experience they chose. Organize the class into pairs and read the first instruction aloud. Tell them to use both past simple and past progressive to write their events and monitor to check. Then, read the second instruction and give them some time to write their details; remind them that they must include facts and information related to the emotions they cause. This activity will be your third 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. How can you help your recipient picture the experience you will share? Ask students the question and this time invite them to share the strategies they learned in this lesson (add details and convey emotions).
4 Listen and say “Pause” every time a connector is used. 14 114
5 Use words and punctuation marks to link your events. (Possible answer) During our visit to the aquarium we learned interesting facts about dolphins; for example, that they can live for up to 50 years. Also, we saw a big shark that had big, sharp teeth. While we were going back to school, we were singing on the bus and we were very happy.
Reader +oZ do Ze strXFtXre a letter? (pp. -)
Step 3 • Mention at least three events related to the personal experience you chose. • Write at least one detail for each event. Self-evaluation Re ect upon the following questions: • What did I do to write a letter that narrates a personal experience? Letter with Personal Experiences
• Was it di cult for me to do it? Why or why not?
What can I do to improve?
41 Unit 4
Achievement
Write and reply to letters that narrate personal experiences.
Teaching Guidelines
Use connectors and punctuation marks to establish progression in the letter.
Development
Learning to Do 114
Go to page 114 in the Activity Book and draw students’ attention to the chart with connectors and punctuation marks. Explain that they can use those resources to link the events they wrote and establish progression in the letter. 4. Listen and say “Pause” every time a connector is used. 14 Tell students that they will listen to an example of the body of a letter in which connectors are used to establish progression. Read instructions aloud and give them some time to reread the examples provided in the Appendix. Play Track 14 and pause it every time they tell you to do so; ask them to repeat
Differentiated Instruction
Activity 5: Use the Individualized Feedback Strategy with pairs that need extra support to link their events.
Unit 4
T41
Made with FlippingBook - Online magazine maker