Course Components
Lesson
Differentiated Instruction For this activity you can use the Group Based on Goals strategy to allow stronger students to write their own dialogue, not relying so much on the one that is provided. 5. Present your dialogue to another pair. When you have checked most of students’ work, you can ask them to act out their dialogue to another pair. Ask students if they remember the volume bar and grid. Tell them they are going to listen to each other and complete it according to what they sound like. You can provide a model by reading a part of the dialogue with a student and then eliciting how they would complete the chart for you. Differentiated Instruction For this activity you can use the Group Based on Goals strategy allowing struggling students to work together and read the dialogue instead of acting it out. To practice and develop the students’ digital abilities, encourage them to do the activity suggested in the box. Ask students if they were right about the family’s big do-nothing day. Elicit some ideas. You can also elicit general responses to the story. Ask students what their families would do on a day of doing nothing. Product: A Plan to Meet In this lesson, students will put their strips of paper with useful expressions for arranging to meet into use. They will use them to improvise conversations. You could play some music for them to relax and feel less self-conscious when speaking. You could first model the activity with a student or ask a pair of volunteers to act out a dialogue. Ask students to work in pairs and take turns to invite each other to meet using their strips of paper. Monitor and offer praise. Make note of errors to provide feedback and corrections to the whole class after the activity. Ask students to give each other feedback about their body language and intonation. 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.
Have them work in pairs and practice saying the dialogue. You could have a choral drilling to encourage shy students to participate more confidently. 2. Look at the description of the different parts of the conversation. Number them in the correct order. Read out each description one by one. Paraphrase where needed or provide another example to clarify meaning. Then ask students which one happens first, and ask them to give you an example for each one from the dialogue. Write the numbers on the board for students to check their answers. Differentiated Instruction For this activity you can use the Think-Pair-Share strategy trying to form pairs in which one of the students may tutor the other. Be sure to highlight the contributions of both students. 3. Work in pairs. Practice reading the dialogue. Pay attention to the intonation and volume you use to sound friendly. First ask students to listen and repeat the lines in the dialogue, or choose two strong students to read the dialogue first. Then divide students into pairs and ask them to practice reading the dialogue with friendly intonation and volume. Monitor and correct pronunciation. If there are any errors being repeated, ask the class to stop and first drill the correct pronunciation before letting them practice the conversation again.
Lesson
4 Rehearse a dialogue to arrange to meet. Use the expressions in Activity 1 to help you. Change the underlined parts.
1 Read the dialogue.What are they talking about? Complete the dialogue with your own words and practice saying it with your partner. 106
5 Present your dialogue to another pair. How was the other pair’s volume and intonation?
Hi, Julio. How
I’m well, thanks. It’s my birthday tomorrow!
?
We’re going to the park after school. Would you to come?
That’s great!
are you doing?
How about later? We’re going to eat out in the mall at 6:00. Do you want to us then?
I would love to, but I’m I’m practicing piano with Jan.
ICT Box You can use an app to record your voice and check your pronunciation. An example is Learn English Kids: Playtime.
you tomorrow!
I’ll be there!
Reader Did their day go as you predicted? (pp. 13-15)
2 Look at the description of the different parts of the conversation. Number them in the correct order.
Step 4
A Plan to Meet
Making and accepting or rejecting an invitation O ering alternatives
• Work in pairs. Use your strips of paper to take turns to invite each other to di erent activities. • Give and receive feedback. Self-evaluation (Check the box or boxes.) I can invite a friend to different activities. I can give and receive feedback. Tip: Use the cards with expressions to have a conversation and plan to meet after school. If you are not sure, go back to Activity 1.
Starting a conversation Ending a conversation
3 Work in pairs. Practice reading the dialogue. Pay attention to the intonation and volume you use to sound friendly.
12
13 Unit 1
Achievement Assume the role of a speaker in a conversation. Teaching Guidelines • Start a conversation with introductions and greetings. • Accept or reject invitations. • Offer alternatives. • Start and end conversations.
Achievement Assume the role of speaker in a conversation. Teaching Guidelines
• Respect turn taking conventions. • Regulate intonation and volume. Development
How do you arrange to meet friends? Write on the board: How do you arrange to meet friends? Invite a pair of volunteers to the front. Ask them to imagine that they are free this afternoon and want to do something. Ask them to act out how they arrange to meet. 1. Read the dialogue. What are they talking about? Complete the dialogue with your own words and practice saying it with your partner. 106 This activity will provide support and serve as a model for the productive activity later in the lesson. Ask students to look at the picture and guess what they are talking about. Then divide students into pairs and ask them to write in the missing words. After you have allowed students to compare answers with other groups, elicit the missing words from the whole class. Encourage everyone to shout out the correct answer.
• Respect turn taking conventions. • Regulate intonation and volume. Development
4. Rehearse a dialogue to arrange to meet. Use the expressions in Activity 1 to help you. Change the underlined parts. In this activity, students will practice the essential learning outcomes from the unit. They will start a conversation, accept or reject invitations, offer alternatives, and end a conversation. All the time, they will respect turn taking conventions and regulate intonation and volume. They will use the dialogue given on the previous page. Ask them to work in pairs and rewrite the underlined parts of the dialogue with their own ideas. You can do the first one together as a class. Monitor closely and provide corrections. Make sure to also offer praise as you monitor, not only for accurate language use, but also for the ideas students contribute.
Unit 1 • Activity Book p. 13
27
26 Unit 1 • Activity Book p. 12
Teacher’s Guide A comprehensive guide that contains plenty of suggestions and information to successfully guide students through their learning process, such as: • Daily plans with a step-by-step description on how to guide students to perform each of the activities included in their books; • Activity Book answer key provided at the end of the Guide; • Instructions on how to handle the Unit Question and Lesson Questions; • Suggestions per lesson and per unit on how to work with the Reader; • An evaluation tool per unit that corresponds to the aspects to be assessed; • An introduction of the program which explains the methodology to be used and how the components are linked to create appropriate environments to perform the social practices of the language; • A scope and sequence section which gives an overall view of each of the units; • A pronunciation guide to help the teacher with the phonetics of the English language (included in the audio CD);
• A list of useful expressions in the classroom to make teacher and students more confortable with the language (included in the audio CD); • Audioscripts of the audios used in the books; • Ten photo-copiable worksheets to sum up the contents of each unit. CD It includes authentic material recorded with different pronunciations for the listening and reading activities to help students: • improve pronunciation; • practice listening skills and language abilities. • Track list for a quick reference. It also includes PDF files with: • 60 flashcards with the vocabulary used; • 10 appendix pages from the Activity Book; • 10 evaluation tools; • 10 worksheets, one per unit, that may help you expand your work.
9
Made with FlippingBook - Online magazine maker