Differentiated Instruction For this activity you can use the Individualized Feedback strategy. Have small cards ready with the useful language from the Appendix. As you monitor, hand out language that students can use at that moment. 7. Think of a game that you want to play in class. Give a reason for your choice. Write the request to your teacher below. Put students into groups. Tell them that you are going to play a game at the end of the class, and that they can make a request. Tell them to write their request on a piece of paper and include a reason why their request is a good idea. Monitor and offer corrections. This is important, since students will be reading their requests in front of the whole class. Ask students who was right about the game (Monopoly). Then ask them to discuss the question: What board game would you like to be in? Encourage them to give reasons for their answers, and then ask students to regroup to share their ideas with different classmates. Product: Brief Dramatized Dialogue In this lesson, students will read the requests they wrote. Listen to all the requests and make note of all groups’ requests. Then choose one game that can be played in English for a few minutes at the end of the class. Remind students that they will play in English. 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.
6 Take turns to be Student A and Student B using the situations and games you chose. Use the chart and your notes to help you.
Student A
Student B
Request to play something.
Accept or reject the request.
Respond.
Ask a question.
Answer the question.
Say a condition.
Agree.
7 Think of a game that you want to play in class. Give a reason for your choice. Write the request to your teacher below.
Reader What board game would you like to be in? (pp. 96-97)
Step 4
Brief Dramatized Dialogue
• Read your request to your teacher. • Ask your teacher to check your sentences. Copy them onto a piece of paper. Self-evaluation (Answer Yes or No.) • Can I exchange expressions to accept or reject requests to play a game? Tip: If you answered No, go back to Activities 4, 5, and 6.
83 Unit 8
Achievement Exchange expressions used to accept or reject requests. Teaching Guidelines • Intervene in short dialogues with confidence and relevance. • Ask and answer questions to request and contribute information. Development 6. Take turns to be Student A and Student B using the situations and games you chose. Use the chart and your notes to help you. In this productive activity, students will intervene in short dialogues with confidence and relevance and ask and answer questions to request and contribute information. First model this activity with a strong student. Explain that the chart can help provide instructions on how to keep the conversation going and how to respond. Ask students to check each box as they complete it. Put students into pairs and monitor and provide positive feedback during the activity. Make notes of recurring errors to go over on the board after students have completed. You can also regroup students and ask them to complete it a second time in different pairs for fluency practice.
Unit 8 • Activity Book p. 83
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