the recipient and the sender of the letter in Activity 2. Then, tell them to go back to page 43 and draw their attention to the envelope on the left. Ask: Where do you write the recipient’s information? (in the middle of the envelope) and Where do you write the sender’s information? (in the upper-left corner). Finally, ask: What information do you include? (name and complete address). Explain that in English you write first the house number and then the street or avenue name as shown in the example. Give them some time to address their envelopes; tell them they may invent the recipient’s address in case they don’t know it.
4 Use the checklist to check punctuation in your letter.
Yes No
Did I use a comma a er the greeting? Did I use a comma a er the closing? Did I use periods to separate ideas?
5 Observe the information on the envelope. Address yours.
(Answers may vary.)
Olivia Lopez 302 Juarez St. Chetumal, Q.R. 77954 Mexico
Liz Medina 874 Popocatepetl Av. CDMX, 03330 Mexico
Reader ,s Zriting letters a good thing? (pp. -1)
Divide the board into two columns and write Writer and Reader . Have students write in each
Step 4
column the benefits mentioned in the text (writer: decrease stress, organize thoughts and memories, take a break from screens; reader: it’s a sensorial experience, they feel that the writer did it with care and love).
Letter with Personal Experiences
• Link your events to write the body of your letter. • Write an appropriate greeting and closing. Self-evaluation Re ect upon the following questions: • Which aspects did I consider to reply a letter?
• Could I show interest? How did I do it?
Product: Letter with Personal Experiences
What can I do to improve?
As you may recall, students will write a letter to share a personal experience. In this lesson, students will write their letters using connectors to give it progression. Organize the class into pairs and read the first instruction aloud. Give them some time to write the body of their letters using appropriate connectors to link the events and their details. Monitor closely to offer any help that may be required. Then, read the second instruction aloud and give them some time to write a greeting and a closing for their letter. This activity will be your fourth 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 choose an appropriate greeting and closing for your letter? Ask the question and encourage students to share their ideas based on what they learned in this lesson. Differentiated Instruction Activity 5: Use the Mini Lesson Strategy to teach students to write addresses: House number + Street name / Town or City / County or State / Zip Code / Country.
43 Unit 4
Achievement
Write and reply to letters that narrate personal experiences.
Teaching Guidelines
• Check punctuation. • Write recipient and sender information.
Development 4. Use the checklist to check punctuation in your letter. Ask students to get together with the same person they have been working in the previous sessions. Draw their attention to the checklist and read each question aloud; tell pairs to use it to check punctuation in the texts they wrote in Activities 1, 2, and 3 on the previous page. Tell them to check ( ✔ ) the square that corresponds to their answer. If any of their answers is “No,” ask them to correct. Monitor to check. 5. Observe the information on the envelope. Address yours. Explain to students that in order to send a letter, they must put it in an envelope which they have to address, that is, to write the recipient and sender information. Ask them to go to page 36 to check the names of
Unit 4
T43
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