Learning to Do 118 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 9. Help each other to write questions to check what you understand about these games. Work with another pair to ask and answer your questions. The aim of this activity is to paraphrase words and expressions to check understanding. Put students in pairs. You can elicit an example from the class and write it on the board as a model; e.g.: To play chess, you need a board and pieces, don’t you? Monitor and provide language needed, adding new language to the board. After students have completed their questions, go over the new language by asking students to explain the words in small groups, and by providing pronunciation drills. Differentiated Instruction For this activity you can use the Individual Feedback strategy by writing suggested language or corrections on small strips of paper when you’re monitoring and handing them out to students individually. Put students in groups. Ask students to discuss the question: Would you want to be in the game? Encourage students to talk about the pros and cons in groups and compare being in jail with being in a mansion and if it is worth it. Product: Brief Dramatized Dialogue Students will write notes about useful language used to make and respond to requests for games. Allow pairs to work together to copy useful phrases from this lesson or the Appendix. This activity will be your third piece of evidence in this unit; ask students to file it following the procedure of your preference. 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.
What expressions are useful to
118
7 Work in small groups. Practice asking each other to play a game and responding. 8 Work in pairs. How can you organize to play a game? Complete the chart with expressions from Activities 5 and 6. 118
suggest, request, accept or reject? For information about this theme, go to page 118.
Making Suggestions or Requests
Agreeing to a Request
Who wants to play…?
I would love to.
Rejecting a Request
Maybe later, thanks.
Tangrams
Snakes and Ladders
Checkers
Puzzle
9 Help each other to write questions to check what you understand about these games.Work with another pair to ask and answer your questions.
To play
, you need
, don’t you?
is
, isn’t it?
is?
Do you know what
You need to
to play
, right?
Reader Would you want to be in the game? (pp. 93-95)
Step 3 • Make notes with language to make, accept, or reject requests. You will use your notes later to have a conversation. Self-evaluation (Check the box.) I can give examples of different expressions I can use to accept or reject requests. Tip: If you can’t, go back to Activities 6 and 8. Brief Dramatized Dialogue
81 Unit 8
Achievement Understand expressions used to accept or reject requests. Teaching Guideline • Paraphrase words and expressions to check understanding. Development 7. Work in small groups. Practice asking each other to play a game and responding. Put students into small groups. Ask students to take turns to ask each other to play a game and respond by using the language looked at in Activities 5 and 6. Monitor and offer corrections. Regroup students and ask them to repeat the activity. 8. Work in pairs. How can you organize to play a game? Complete the chart with expressions from Activities 5 and 6. First make sure that students understand the concepts of making, accepting, and rejecting requests by asking them to explain the examples provided of each in the chart. Then ask them to find more phrases with similar functions. Ask volunteers to write the answers on the board. This can also be done as a race to the board in three different teams, each with their own category.
Unit 8 • Activity Book p. 81
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