Learning to Know 111 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 7. Work in pairs. Have a short conversation and arrange to meet after school Have students perform short conversations, using the phrases they have learned so far. Discuss the question related to the text from the Reader. Ask students if they think the family will just sit on the couch all day and literally do nothing. Elicit some examples of things they might end up doing. Product: A Plan to Meet In this unit students will use some strips of paper with useful expressions to have a conversation where they arrange to meet. In this lesson, students will write three phrases to invite someone to do an activity and three phrases to respond to invitations. Organize the class into groups, read the first couple of instructions aloud, and have them follow the models included in this lesson to write their phrases. Monitor while they work to check progress. Once you have checked them all, read the third instruction and monitor while they copy the phrases onto cards. This activity will be your third evidence in this unit; ask students to file it following the procedure of your preference. Self-evaluation Organize students in pairs. Read the instructions out loud. Monitor and provide support as needed. Give students a minute to reflect on how successfully they completed the activity. What do you do when you want to meet a friend? Ask students the question and, this time, invite them to use the expressions they learned in this lesson.
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What aspects do I have to consider when arranging a meeting? For information about this theme, go to page 111.
6 What do you need to know to arrange to meet someone? Read and write one extra in each category. 111
Information About Activities
Words and Expressions
Are you busy? Do you want to join us? Would you like to come? I would love to! Absolutely! That sounds great!
going to the mall tomorrow
riding a bicycle at 5.00
Tone and Volume of Voice
Body Language
Not too so or too loud.
Use arms to gesture.
Open body language that is friendly.
Reader What do you think they will do on their big do-nothing day? (pp. 10-12)
7 Work in pairs. Have a short conversation and arrange to meet after school.
Step 3
A Plan to Meet
• Write three phrases to ask someone if they want to do something together. • Write three phrases to respond to an invitation. • Use color markers to copy them on cards. Self-evaluation (Check the box or boxes.) I can write three phrases to ask someone if they want to do something. I can write three phrases to respond to an invitation. Tip: Invite a partner to do something and respond to your partner’s invitation. If you are not sure how to do it, go back to Activities 2, 3, and 4.
11 Unit 1
Achievement Assume the role of a speaker in a conversation. Teaching Guidelines • Evaluate what needs to be known (tone of voice, words, expressions). • Establish details about events. Development 6. What do you need to know to arrange to meet someone? Read and write one extra in each category. You could elicit students about the phrases they could use for different purposes (information, questions, how to say them, etc.) and then have students read the four categories and discuss what they refer to. After that, ask them to think of another expressions or phrases they could include in each category. Suggest that they go back to the previous activities for ideas. Monitor to offer help if needed. Check as a class. Differentiated Instruction For this activity you can use the Choral Response strategy to elicit answers. In this way, you will encourage shy or struggling students to participate.
Unit 1 • Activity Book p. 11
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