Lesson
2. Read and listen to children talking about themselves. Match the questions and the answers. 23 109 Ask students to listen and to read along. Then ask them to take a few minutes to decide which question each text is answering. In order to check their answers, ask them each question and ask them to answer it with one or two words. ( my eyes, my arms, my uncle, running ) 3. Listen again to the first child. Underline the words that mark the rhythm. 24 This activity will focus on the rhythm and intonation of expressions. Ask students that they are going to identify the words that are said more loudly and that indicate the rhythm in the first text. Ask students to compare their answers. Then ask students to read the words that they underlined out loud at a constant rhythm. Learning to Learn 117 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 4. Practice reading the first answer with the same rhythm. Now ask students to practice reading and tapping the rhythm as they stress the underlined words. 5. Complete the sentences about yourself. Share your descriptions. Students will share relevant information and some details in this activity. Ask them to complete the sentences. Monitor and offer corrections. Then ask students to share their descriptions in pairs. Differentiated Instruction For this activity you can use the Think-Pair-Share strategy to build student confidence before asking them to share ideas with the class.
Lesson
109
Discuss the questions.
1
a What do you like most about your face? b What do you like most about your body? c Who do you look like ? d Which ability makes you the happiest?
2 Read and listen to children talking about themselves. Match the questions and the answers. 23 109 I’m not as strong as my sister. I am tall and slim like my father. I look a lot like my uncle. When we go places together, some people ask if I am his child. I can run quite fast. It makes me feel good because there are many sports that need you to run fast. It means I can play soccer or basketball, or even run races. I like my arms. My arms are strong because I carry a lot of things. I carry a heavy bag to school, and a er school my mom and I buy things at the market and I help her carry them home. I can even carry my older brother, but not very far.
I think I like my eyes best. They are light brown, like my grandmother’s. I have big eyes with long eyelashes . I think my eyes look friendly.
Do you know what rhythm is? For information about this theme, go to page 117. 117
3 Listen again to the first child. Underline the words that mark the rhythm. 24 117
4 Practice reading the first answer with the same rhythm.
5 Complete the sentences about yourself. Share your descriptions.
I can
, it makes me feel good because .
.
I like my
best.
I think I like my I look like my
.
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Achievement Describe yourself. Teaching Guidelines • Share relevant information and some details. • Focus on the rhythm and intonation of expressions. Development What do you like about yourself? Write on the board: What do you like about yourself? First offer your own personal example. Try to combine appearance and ability, to take the focus off appearance stereotypes; e.g.: I like my hands, because I can play piano with them. I like my legs, because I can run in the forest with them. I like my eyes, they look friendly . Ask students to share ideas in pairs. Regroup pairs so that they form groups of four and share their ideas again. 1. Discuss the questions. 109 Divide students in new pairs. Ask students to answer the question. Monitor and note down inaccurate use of language, or vocabulary that students lack to successfully answer these questions. At the end of the activity, divide the class into teams and ask them to correct the errors that you write on the board.
Unit 7 • Activity Book p. 72
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