7. Work in pairs. Put the lines in the right order. Then practice the conversation. 106 Ask for two volunteers to read the first two lines of the conversation. Then ask students to work in pairs to number the rest of the conversation. When checking answers, use concept checking questions like: Which line answers the question “Are you busy?” Is he busy? Ask students what the last line is, and how they know. Ask them to circle Bye! You can also check understanding of “What a pity!” by giving examples of good and bad situations and asking students to only respond with “What a pity!” for the bad ones. 8. Circle the way the kids finish the conversation. Do you know another expression to finish a conversation? Ask if students know any ways of ending a conversation. You could elicit: Goodbye, See you later, Take care . You can emphasize that it is not always Bye! and sometimes it is another phrase that talks about seeing each other again. 9. Work in pairs. Complete the conversation below with your own words. Then practice the conversation with your partner. You could explain that they can complete the gaps with any suitable words so as to invite one friend to go somewhere. Then ask them to perform their dialogues and ask for volunteers to do this in front of the class. Time to Shine Ask students to work in small groups and come up with a list of the most popular activities for children where they live. Ask for personal input like: Do you like shopping? When do you go to the park? Allow students time to discuss the question in small groups and monitor. You could also ask them if they think it would work in their family or compare it to how their family does things. Product: A Plan to Meet Organize the class into teams, read the first instruction aloud, and have them draft their lists on a sheet of paper; encourage students to use a dictionary. Once you have checked them all, read the second instruction and monitor while they copy their concerns onto strips of paper. This is your first piece of evidence. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! 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 Share what you can remember about the conversations in Activity 2. 7 Work in pairs. Put the lines in the right order.Then practice the conversation. 106
1 2
Federico: Hello! How are you? Paula:
Good, thanks. I’m calling to tell you about a soccer game today at 3:00. A few of us are going to the park. Are you busy?
Federico: Ah… I’m sorry, but I’ve got my French class today. Paula: Bye! Federico: De nitely! Thanks for calling. Paula: What a pity! Hopefully next time!
8 Circle the way the kids finish the conversation. Do you know another expression to finish a conversation? 9 Work in pairs. Complete the conversation below with your own words.Then practice the conversation with your partner.
A:
!
?
B: Good, thanks. I’m calling to tell you about a
today at
. A few of us are going to
. Are you busy?
A: Ah... I’m sorry, but I’ve got
today.
B: What a pity! A: De nitely! Thanks for calling. B: !
• What are the most popular activities for children in your town? Time to Shine!
Reader What do you think about the family rule? (pp. 5-7)
• Write down four activities you can do with friends a er school. • Copy and illustrate each activity from your list on strips of paper. Self-evaluation (Check the box or boxes.) I can write four activities I can do with friends after school. I can copy and illustrate each activity from my list on strips of paper. I can tell my partner about a conversation from this lesson. Tip: If you need to see a conversation, go back to activities 3, 4, and 7. A Plan to Meet
Step 1
Unit 1
7
Achievement Explore and listen to conversations where people arrange meetings. Teaching Guideline • Infer the topic with words and expressions used by speakers. • Analyze language formulas to start and end a conversation. • Expand vocabulary by clarifying meaning of unknown words and expressions. • Define the meaning of action words. Development 6. Share what you can remember about the conversations in Activity 2. Ask students to take a minute to try and remember the conversations from the previous activities. Then get them to compare their ideas in pairs. Regroup them into new pairs to compare their ideas again. Elicit some answers from the class. You can write useful vocabulary or phrases on the board. Differentiated Instruction For this activity you can monitor and use guiding questions and paraphrasing to help struggling students. E.g.: Are you busy?/Are you doing anything?
Unit 1 • Activity Book p. 7
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