Lesson
1. Listen and write questions that you would use in each situation. 16 Students will listen to Track 16 to practice how they will ask for clarification when something is not understood. Explain to them that they will listen to a description that they might not hear well or understand so they should use the questions they learned to ask for clarification. Play Track 16 pausing after each sentence is said, read the corresponding statement in this activity, and then elicit answers from students. 2. Explain what you would do for each request. Read aloud each of the questions and ask students to suggest strategies to clarify information depending on each case. Ask volunteers to write the answers on the board. 3. Listen to the example. Then, use the checklist to rehearse your description. 17 description is not clear, then the communication will be disrupted and it will be difficult to play. Because of that, it is important that they rehearse saying the descriptions to adjust intonation and fluency. Play Track 17 to give them an example on how they should express their own descriptions. Then, organize the class into teams and encourage them to use the checklist to assess each other on the way they say it. Monitor while they work to offer feedback and make sure everybody within the teams is assigned at least one sentence to participate in the game. 4. Together with your class, read the following statements and circle an option to decide the rules you will follow to play. Explain to students that, to have fun while playing, they should determine rules to play at describing and guessing activities. Read each of the statements aloud and have the class vote for the option that they consider the best. Have them circle it in their books. Explain to students that as they have already experienced, if the person who is saying the Differentiated Instruction Activity 3: Use the Think-Pair-Share Strategy to use peer tutoring within the teams while rehearsing their descriptions. Some students may have good pronunciation, others may help with intonation and rhythm, and some others with body language and gestures. Don’t forget to highlight contributions from every team member. Activity 4: Use the Individual Response Card Strategy to encourage students to vote for the rules. Have them write the options they chose on pieces of paper and show them to you when you ask for them.
Lesson
1 Listen and write questions that you would use in each situation. 16 115 a You don’t hear what was said. b They speak too fast. c You need more information. (Possible answers) Could you repeat, please? Could you say that slowly?
Could you be more specic, please?
d You didn’t understand one of the words they said.
What do you mean by (the word)?
2 Explain what you would do for each request. 115 a Could you repeat, please? b Could you say that slowly? c Could you be more speci c, please?
(Possible answers)
Check pronunciation and repeat. Repeat in a slower pace.
Give an example.
d What do you mean by (the word)?
Explain the meaning of a word using body language.
3 Listen to the example. Then, use the checklist to rehearse your description.
17
Yes No
Did we check pronunciation of the words we are using? Are we speaking with an appropriate volume? Are we speaking uently and making appropriate pauses? Are we using gestures and body language?
4 Together with your class, read the following statements and circle an option to decide the rules you will follow to play. a We can ask 2 / 3 / 4 questions. b We have 1 / 2 / 3 opportunities to guess. c The time limit to guess will be 1 / 1:30 / 2 minutes. d If we don’t guess, other students may guess / the answer will be said. (Answers may vary.)
52
Achievement
Play at describing activities.
Teaching Guidelines
• Ask for clarification when something is not understood. • Use strategies to clarify information. • Rehearse saying the descriptions to adjust intonation and fluency. • Determine rules to play at describing and guessing activities. Development Why are rules important to play a game? Ask students: Why are rules important to play a game? and invite them to share their ideas. Learning to Learn 115 Go to page 115 in the Activity Book and read aloud the introduction in the Learning to Learn section. Invite volunteers to read the questions and strategies provided. Explain to them that it is very likely they will use these expressions when playing.
Unit 5
T52
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