Play track 5 again, and this time pause after each line, asking students if they think it sounded friendly or not. Differentiated Instruction For this activity you can use Facial Expressions to help struggling students to identify the intonation. Repeat the phrase with the corresponding intonation and a friendly or unfriendly expression. 6. What happens to the voice to sound friendlier? Match the charts to the intonation. Practice reading the expressions in Activity 5. You could tell students that the activity consists of identifying the bars and grids in their books. Ask: Which corresponds to friendly and which to unfriendly? Then ask students to decide in pairs what they think friendly and unfriendly volume and intonation looks like on the chart. Elicit the answers with questions like: How many bars? Does the line go up or down? Is the line straight? Check answers. Then drill the expressions in Activity 2 with a friendly intonation or an unfriendly one to practice. 7. Choose two expressions from Activity 5. Draw the body language you would use with each expression in your notebook. Ask students to show you friendly and unfriendly body language. Then ask them to choose two expressions and make a drawing of body language for each one in their notebooks. Monitor and offer praise.
4 Work in pairs. Read the conversation in Activity 2 changing the phrases to start and end. Use the phrases in the chart to help you.
106
5 Listen and circle the one that sounds friendlier. 5
111
Are you busy? 1 2 Do you want to join us? 1 2 I’m sorry, but I can’t. 1 2 What a pity! 1 2 I would love to! 1 2
Did you know that we communicate lots of di erent messages with the intonation of our voice and body language? For information about this theme, go to page 111. 111
6 What happens to the voice to sound friendlier? Match the charts to the intonation. Practice reading the expressions in Activity 5.
friendly
unfriendly
Volume
Intonation
Volume
Intonation
Reader What activity do you think he will want to do next? (pp. 8-9)
7 Choose two expressions from Activity 5. Draw the body language you would use with each expression in your notebook.
Step 2
A Plan to Meet
• Write two expressions to start a conversation. • Write two expressions to end a conversation. • Use color markers to copy them on cards. Self-evaluation (Circle the correct word to complete.) • Hi is an expression to start / end a conversation. • Bye is an expression to start / end a conversation. Tip: If you are not sure, go back to Activity 2.
Unit 1
9
Achievement Interpret expression used by speakers. Teaching Guidelines • Compare tone, volume, and rhythm of speakers. • Recognize speakers’ behavior and attitudes. • Relate the meaning of expressions to body language. Development 4. Work in pairs. Read the conversation in Activity 2 changing the phrases to start and end. Use the phrases in the chart to help you. You could organize pairs. Then ask them to go through the dialogue in Activity 2. Then ask them to identify the phrases they can replace to greet in a different way. If required, elicit possible phrases, such as, Hi, Hello, Good morning, Good afternoon , etc. Point out that those phrases are in the chart in Activity 3. Learning to Learn 111 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 5. Listen and circle the one that sounds friendlier.
Ask students what activity they think he will want to do next. Students can work in small
groups to make a short list. Product: A Plan to Meet
Organize the class into groups, read the first and second instructions aloud, and have them follow the models included in this lesson to write their expressions. Monitor while they work to check all their writing. Once you have checked them all, read the third instruction and monitor while they copy them onto cards. This activity will be your second piece of evidence. 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. Do you like going to the mall with friends? What do you do there? Invite students to answer the question in groups. Then elicit answers. E.g.: Who likes to go to the cinema? Who loves eating out?
106
5
Play track 5 and let students listen and circle a number. Then let them compare their answers in pairs.
Unit 1 • Activity Book p. 9
23
Made with FlippingBook - Online magazine maker