Lesson
Differentiated Instruction For this activity you can use the Choral Response strategy to encourage more participation from less forthcoming students and to be able to assess the group’s responses overall. 2. Listen and write one more question about what is happening in the dialogues. 34 First ask students to read the instruction. Tell them they are going to write one more questions to ask about what is happening in the dialogue. Elicit some words that they can start their questions with (What / Where / Who / Did / Is). Then play track 34 and give students time to write their questions in pairs. Regroup students into groups of six and ask them to read their questions and help check each other’s questions. Monitor and provide corrections. 3. Write the answers to the questions about the dialogue. Then listen again and check your answers. 35 Before you let students listen track 35, ask them to see which of the questions they can answer already. Then play the listening again and let students write the answers in their books. Tell them that they also have to answer their own question that they wrote in the previous activity. 4. Write the words to complete the sentences. Notice that they talk about distances. Then, listen again. 36 Ask students to read the excerpts and ask them what kind of information is missing (distance). Play the track 36, pausing after each answer and asking the class to shout out what they wrote. 5. Write one more question together to check your understanding of the dialogues. Find a classmate who can answer your question. Ask students to work together to write another question. Monitor and check that all questions contain auxiliary verbs if needed. Once all pairs have written their questions, ask students to walk around the class and ask each other their questions to see if they understood the dialogue. Monitor and provide feedback, focusing on meaning and content, rather than grammar.
Lesson
1 Look at the incomplete questions.What do you think the conversation will be about? Work together and complete the questions.
Excuse me…
a Where
she want to go?
b
does the bus go?
c
does he want to do?
d What
behind the parking lot?
2 Listen and write one more question about what is happening in the dialogues. 34
?
3 Write the answers to the questions about the dialogue.Then listen again and check your answers. 35
a b c d e
4 Write the words to complete the sentences.Notice that they talk about distances. Then, listen again. 36 1 Girl: Is Coyoacan far? Boy: It’s about from here. 2 Girl: There’s a shop that sells food and water about from here. Boy: Which way? 5 Write one more question together to check your understanding of the dialogues. Find a classmate who can answer your question.
?
98
Achievement Understand directions. Teaching Guidelines • Think of questions while listening to improve understanding. • Ask questions to check understanding. Development Where do you go most often? How far is it? Ask students to think about the place they go most often (that is not school or home) and what they do there. Allow half a minute or so thinking time. Then ask students to mingle and find as many classmates as they can who go to the same place for the same purpose. Ask students how many “matches” they found and ask volunteers to share their information. 1. Look at the incomplete questions. What do you think the conversation will be about? Work together and complete the questions. Put students into pairs and ask them to complete the questions by writing one word in each gap. Then ask students to compare their answers with other pairs. Ask volunteers to write the missing words on the board.
130 Unit 10 • Activity Book p. 98
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