classmates. Monitor walking around to check the team’s descriptions and give them suggestions that may improve them. Tell five students to write on the board the activities mentioned on pages 59-60 (play board games, walk dogs in the park, do exercise, have ice cream, go shopping). Ask the class if they do any of these activities with their families. Then, have volunteers write on the board other things they do with their families. Product: Guessing Game Based on Descriptions As you may recall, students will play a guessing game based on descriptions. In this lesson, students will prepare the questions that they will ask others. Read the first instruction aloud and give teams some time to write information related to the activities they chose. Then, read the second instruction aloud and draw a five-column chart on the board with the following headings: Time / Place / Clothing and/or Equipment / Tools / Extra Details . Tell them to copy the chart on a sheet of paper and use it to organize the information they wrote. Monitor to check their work. This activity will be your second 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 would you classify relevant information about an activity? Ask students the question and this time invite them to share the categories they used to classify their information in this lesson.
5 Choose statements from the previous pages that you may use in your description. (Possible answers)
I do this activity in the evening. I wear sneakers. Small children enjoy doing it. I don’t use any tools.
a b c d
6 Write your description. Make sure language is appropriate for your classmates. (Possible answers)
I do this activity in the evening. I don’t use any tools. I do it in the sports center. I do it with my team. I wear a uniform, sneakers, and shin guards. Small children enjoy doing it.
Reader 'o yoX eYer partiFipate in any of the faPily aFtiYities Pentioned in the te[t? (pp. -)
Guessing Game Based on Descriptions
Step 3
• Write information related to each of the activities you chose. • Organize the information in a chart. Self-evaluation Re ect upon the following questions: • Could I compose descriptions?
• Which steps did I follow? What can I do to improve?
51 Unit 5
Achievement
Compose descriptions and play at describing activities.
Teaching Guidelines
• Examine ways to express descriptions depending on described aspects. • Write descriptions using a wide repertoire of words and expressions. Development 5. Choose statements from the previous pages that you may use in your description. Tell teams to reread the descriptions provided on the previous pages of this unit to examine ways to express descriptions depending on described aspects. Have them choose some of the statements that may suit their own descriptions. Monitor walking around to check their work. 6. Write your description. Make sure language is appropriate for your classmates. Encourage teams to write descriptions using the wide repertoire of words and expressions they have up until this moment. Suggest that they take as a reference the models provided. Emphasize that they should adapt the language so that it is appropriate for their
Differentiated Instruction
Activity 6: Use the Individualized Feedback Strategy with teams that need extra support to write their descriptions.
Unit 5
T51
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