Lesson
intonation, and attitude. Ask students to read the questions before they listen. Tell students that they might mention more than one game, and that they need to identify which one it is they decide to play. Circle the one they think it is in Activity 3. Allow students to listen once or twice. Then ask them to raise their hands to show which answer they chose for each question. Allow students to listen again if most of the class don’t choose the correct answers. You can also play track 25 and pause it where they talk about the card game. Ask students how we know they are not face-to-face (They say: Hi, this is… and see you in a bit, I’ll be right there). Then you can also play the first part again and ask students to copy the intonation of the boy and girl in turn. Then you can ask them to confirm what “bored” and “excited” sound like. 2. Tell each other how you know how someone is feeling. Put students in pairs and ask them to discuss how they usually know how someone is feeling. Monitor and offer language if needed. Then ask volunteers to share ideas. 3. Look at the pictures. Discuss the questions. 109 In this activity, students anticipate topic and purpose using contextual clues. Group students into pairs and ask them to tell each other which of the games they know and what kinds of games they like to play. You can draw a mind map on the board and elicit games and game categories. (Board games: Monopoly, Trivial Pursuit; Acting games: charades; Drawing games: Pictionary, etc.) Do not give students the answers yet. Only elicit what they already know. Differentiated Instruction For this activity you can use the Gather Background Information strategy to make all students feel included and to show them that you care by monitoring and making notes of students’ responses in this activity and summarizing group preferences at the end of the activity (Juan and Patricia both like playing cards, while Oscar and Lucy don’t like board games). 4. Read and write the name of each game under the pictures. 109 Ask students to read the descriptions and write them under each picture. Ask students to do this individually, and then get them to compare their answers, before you ask volunteers to write the answers on the board. You can also write the glossary terms on the board and ask the class for examples of each (Act out: mime; guess: ?; Board game: Snakes and Ladders; Tower: Eiffel Tower)
What Do You Want to Play Together?
Social Practice of the Language To accept or reject requests in playing roles. Achievements • Listen to and explore expressions used to accept or reject requests. • Understand expressions used to accept or reject requests. •Exchange expressions used to accept or reject requests. Product: Brief Dramatized Dialogue Recreational and Literary Environment
1 Listen and complete the questions about the conversation. 25 a Circle the game they decide to play. b Where does the conversation happen? at home at school on the phone c How does each person sound at the beginning of the conversation? Boy excited
bored bored
angry
Girl angry 2 Tell each other how you know how someone is feeling. 3 Look at the pictures. Discuss the questions. excited
a Which of the games do you know? b What kind of games do you like to play?
4 Read and write the name of each game under the pictures. 109 • Charades is a game that you play in teams. Someone from your team acts out the name of a famous person, book, or movie and your team has to guess . • There are many di erent kinds of card games. In some card games you need to get cards with the same number or numbers a er each other. • There are many di erent kinds of board games , but they are all played on a board with pieces that you have to move. Some board games also use cards. • You need Jenga blocks to play Jenga. Then you build a tower and the game is about taking a block out without letting the tower fall. 76 Lesson 1
Achievement Listen to and explore expressions used to accept or reject requests. Teaching Guidelines • Anticipate topic and purpose using contextual clues. • Identify modality. • Identify intonation and attitude. • Recognize behaviors of speakers and listeners that help build meaning. Development What do you want to play together? Write on the board: What do you want to play together? Treat this as a “Find someone who…” activity by asking students to ask this question to each other and find as many people as they can with the same answer. Get them to write down the names of the people who want to play the same game as they do. At this point, you may allow some Spanish words to help them feel more confident to express themselves, but always provide them with the words or phrases in English and have them repeat after you as you write and illustrate them on the board. 1. Listen and complete questions about the conversation. 25 In this activity, students will identify modality,
Unit 8 • Activity Book p. 76
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