ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them.
6 Match the statements and questions that check understanding.Write the missing words. 118
If you are the seeker, do you look for the others? Do you have to count to 100? Are your eyes closed? Is it your turn?
You have to count to 100,
you?
Your eyes are closed, they? If you are the seeker, you look for the others, you? It is your turn, it?
7. Choose a word or phrase from the listening on page 78 that you aren’t sure about. Complete the statements. Find a classmate who can answer your question. This activity will help support students to check meaning of words and expressions. Ask students to first work individually and choose words that they are not familiar with. Then get them to complete the questions. Ask all students to stand up and ask each other their questions until they find the answers. If they meet someone with the same question, they can work together asking other students for the answer. Learning to Learn 118 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. Time to Shine Ask students what the most popular game is where they live. You could ask students to try to explain the games. Put students in groups. Ask students to discuss the question: What game do you think he is in? Gather answers from the whole class and write them in a pie chart. Remember to revisit their answers in the next lesson. Product: Brief Dramatized Dialogue Organize the class into small groups, read the first instruction aloud and have them follow the models included in this lesson to write their questions and answers. Monitor while they work to check all their writing. Once you have checked them all, read the second instruction and monitor while they copy them onto cards. This activity will be your second piece of evidence in this 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.
7 Choose a word or phrase from the listening on page 78 that you aren’t sure about. Complete the statements. Find a classmate who can answer your question. 118
118
How can you confirm ideas? For information about this theme, go to page 118.
means
, doesn’t it?
is
, isn’t it?
Reader What game do you think he is in? (pp. 90-92)
ICT Box To make a boardgame, go to shorturl.at/eyGQ5 and write the steps to play it.
• What is the most popular kids’ game where you live? Time to Shine!
Step 2 • Work in small groups. Make a list of questions and answers from the listening in Brief Dramatized Dialogue
page 78 that can be used to ask someone to play a game. • Copy the questions and answers onto a piece of paper. Self-evaluation (Answer the questions.) • Can I ask questions to conrm information? • Can I describe a game? Tip: If you can’t, go back to Activities 2, 4, and 6.
79 Unit 8
Achievement Understand expressions used to accept or reject requests. Teaching Guidelines • Check meaning of words and expressions. • Paraphrase words and expressions to check understanding. Development 6. Match the statements and questions that check understanding. Write the missing words. In this activity, students will prepare to paraphrase words and expressions to check understanding. Ask students to match the questions that mean the same. You can suggest that they find words that match, like seeker . Then check the answers by reading the first question and asking the class to read the matching statement with question tag. Differentiated Instruction For this activity you can use the Jigsaw strategy to ask different students to match different questions and then share their answers. Learning to Learn 118 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed.
Unit 8 • Activity Book p. 79
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