Lesson
Differentiated Instruction For this activity you can use the Gather Background Information strategy to make all students feel included. As you monitor, ask shy students what activities they like doing, and use these as an example before you elicit more answers from the class. 2. Listen to two conversations and circle the activity the children want to do together in the picture in Activity 1. Then answer the questions. 2 You could explain that students will listen to two conversations. Ask them to pay attention to the activity they refer to. Play track 2. Ask then to look at the drawings in Activity 1 to choose the activity from those. Have them circle the correct one. Then read the questions together and make sure students understand the words. Elicit the aspects they noticed. Play track 2 again and pause after each conversation to check answers. 3. Work in pairs. Reflect on how the conversations happen and complete the sentences. 3 This activity is to analyze ways to start a conversation and take turns. Read the two sentences out loud and ask students to predict the correct answer. Then play track 3 and pause it after each question, eliciting if it is a question or a statement. You can then ask students why they think we use questions in conversations, and emphasize that questions are important to participate and take turns in conversations. 4. Listen to the first conversation again and write B (Brenda) or H (Hector). 4 Ask students to listen again and label the lines according to who says each line. Then ask students to practice reading the lines in pairs. Differentiated Instruction For this activity you can use the Use Your Own Words strategy to challenge stronger students. Ask students who finish first to retell the dialogues in their own words. 5. Tell each other who usually invites you to do things with you after school. Help students to start producing sentences and communicating in English. If they don’t know a word or phrase, provide vocabulary and correct pronunciation as necessary.
What Do You Want to Do Together?
1 Work in pairs.What activities can you see in the picture? What do you like doing after school with friends?
Social Practice of the Language To exchange expressions to arrange meetings. Achievements • Explore and listen to conversations where people arrange meetings. •Interpret expressions used by speakers. •Assume the role of a speaker in a conversation. Product: A Plan to Meet Family and Community Environment
2 Listen to two conversations and circle the activity the children want to do together in the picture in Activity 1.Then answer the questions. 2 a Are the conversations in person or by telephone? Conversation 1 is . Conversation 2 is b How do you know? 3 Work in pairs. Reflect on how the conversations happen and complete the sentences. 3 a Brenda starts the conversation with Hector by asking him a question / telling him about a football game. b Paula starts the conversation with Federico by asking him how he is / telling him about a soccer game. 4 Listen to the first conversation again and write B (Brenda) or H (Hector). 4 Do you want to come? I would love to. What time? We’re meeting at the park at 3:00.
5 Tell each other who usually invites you to do things with you after school.
6 Lesson 1
Achievement Explore and listen to conversations where people arrange meetings. Teaching Guidelines • Analyze ways to start a conversation and take turns. • Compare face-to-face and remote conversations. Development What do you want to do together? Write on the board: What do you want to do together? You can ask students to imagine it is after school or weekend, and then elicit answers. At this point, you may allow some Spanish words to help them feel more confident to express themselves, but always provide them with the words or phrases in English and have them repeat after you. 1. Work in pairs. What activities can you see in the picture? What do you like doing after school with friends? To get students to activate previous knowledge, ask them to describe the activities in the picture. You can first elicit the activities from the whole class. Model the activity first. Then ask students to work in pairs and tell each other what they like doing after school with friends. Elicit some answers.
Unit 1 • Activity Book p. 6
20
Made with FlippingBook - Online magazine maker