group students with similar abilities together, so that each group can have a conversation based on their skills and with different outcomes. 7. Read the questions. What are they for? Ask students to work in pairs. Read the questions aloud and give some minutes for students to discuss what these questions are used for. Then read them again and do choral and individual repetition to model pronunciation. Learning to Learn 118 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 8. Complete the answers. Match them with questions a-c. Tell students that they can find the missing words in the text on the previous page. Ask them to work in pairs again and try to complete the sentences as quickly as possible to encourage them to scan the text. 9. Which game do you like the most from this lesson? Tell your group. Ask students to work in small groups of three or four students. Ask them to tell each other which game from the lesson they like the most. Monitor and offer corrections on pronunciation or vocabulary where needed. Do not worry about grammar errors. Ask students to discuss the questions in groups: Why is it important to play fairly? How do you feel when others don’t play fairly? Summarize students’ main ideas. Product: Brief Dramatized Dialogue In this lesson, ask students to write down five words or expressions used to talk about games. Monitor and check (make sure the words are relevant to playing games) and then ask them to copy their expressions onto strips of paper. This will be your first piece of evidence. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity
5 Tell each other which games you don’t like to play with friends. 6 Listen again and circle what they say. How do they invite? Do they accept or not? 26 118 Do you want to come to my house? That sounds good.
Do you know how to make a request? For information about this theme, go to page 118. 118
How about a board game? What do you want to do? I’m not crazy about Jenga. We could play Jenga. I’ve got Monopoly. 7 Read the questions.What are they for? 118
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What questions can you ask when you are
a Do you know how to play Jenga? b I don’t understand. Do you know what Monopoly is? c Sorry, I don’t know the game. What is Rummy? 8 Complete the answers. Match them with questions a-c.
not certain about an idea, word or phrase? For information about this theme, go to page 118.
Monopoly is a
game.
Rummy is a type of
game.
Reader Why is it important to play fairly? How do you feel when others don’t play fairly? (pp. 87-89)
You can play it with special . 9 Which game do you like the most from this lesson? Tell your group.
Step 1 • Work in small groups. What kinds of things do you say and ask when playing games? • Write down ve words or phrases from this lesson that you can use when playing a game. • Copy each word or phrase on strips of paper. Self-evaluation (Check the box.) I can give examples of people accepting or rejecting requests in this lesson. Tip: If you’re not sure, go back to Activities 1 and 6. Brief Dramatized Dialogue
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Achievement Listen to and explore expressions used to accept or reject requests. Teaching Guidelines • Identify who makes and who receives a request. • Ask questions to deal with uncertainty. Development 5. Tell each other which games you don’t like to play with friends. Ask students to complete this as a “Find someone who…” activity. Ask them to mingle and ask and answer the question. If someone has the same answer as them, they have to write down their name. 6. Listen again and circle what they say. How do they invite? Do they accept or not? 26 You could ask students to read the sentences and explain that these sentences are in the conversation they are going to listen again. Play track 26 and pause after each mentioned phrase, question or sentence to give students opportunity to recognize them and decide if it was either the girl or the boy who said it. Check the answers as a whole class. Differentiated Instruction For this activity you can use the Groups Based on Goals strategy to
Unit 8 • Activity Book p. 77
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