Lesson
Have them work in pairs and practice saying the dialogue. You could have a choral drilling to encourage shy students to participate more confidently. 2. Look at the description of the different parts of the conversation. Number them in the correct order. Read out each description one by one. Paraphrase where needed or provide another example to clarify meaning. Then ask students which one happens first, and ask them to give you an example for each one from the dialogue. Write the numbers on the board for students to check their answers. Differentiated Instruction For this activity you can use the Think-Pair-Share strategy trying to form pairs in which one of the students may tutor the other. Be sure to highlight the contributions of both students. 3. Work in pairs. Practice reading the dialogue. Pay attention to the intonation and volume you use to sound friendly. First ask students to listen and repeat the lines in the dialogue, or choose two strong students to read the dialogue first. Then divide students into pairs and ask them to practice reading the dialogue with friendly intonation and volume. Monitor and correct pronunciation. If there are any errors being repeated, ask the class to stop and first drill the correct pronunciation before letting them practice the conversation again.
Lesson
1 Read the dialogue.What are they talking about? Complete the dialogue with your own words and practice saying it with your partner. 106
Hi, Julio. How
I’m well, thanks. It’s my birthday tomorrow!
?
We’re going to the park after school. Would you to come?
That’s great!
are you doing?
How about later? We’re going to eat out in the mall at 6:00. Do you want to us then?
I would love to, but I’m I’m practicing piano with Jan.
you tomorrow!
I’ll be there!
2 Look at the description of the different parts of the conversation. Number them in the correct order.
Making and accepting or rejecting an invitation O ering alternatives
Starting a conversation Ending a conversation
3 Work in pairs. Practice reading the dialogue. Pay attention to the intonation and volume you use to sound friendly.
12
Achievement Assume the role of speaker in a conversation. Teaching Guidelines
• Respect turn taking conventions. • Regulate intonation and volume. Development
How do you arrange to meet friends? Write on the board: How do you arrange to meet friends? Invite a pair of volunteers to the front. Ask them to imagine that they are free this afternoon and want to do something. Ask them to act out how they arrange to meet. 1. Read the dialogue. What are they talking about? Complete the dialogue with your own words and practice saying it with your partner. 106 This activity will provide support and serve as a model for the productive activity later in the lesson. Ask students to look at the picture and guess what they are talking about. Then divide students into pairs and ask them to write in the missing words. After you have allowed students to compare answers with other groups, elicit the missing words from the whole class. Encourage everyone to shout out the correct answer.
26 Unit 1 • Activity Book p. 12
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