Differentiated Instruction For this activity you can use the Group Based on Goals strategy to allow stronger students to write their own dialogue, not relying so much on the one that is provided. 5. Present your dialogue to another pair. When you have checked most of students’ work, you can ask them to act out their dialogue to another pair. Ask students if they remember the volume bar and grid. Tell them they are going to listen to each other and complete it according to what they sound like. You can provide a model by reading a part of the dialogue with a student and then eliciting how they would complete the chart for you. Differentiated Instruction For this activity you can use the Group Based on Goals strategy allowing struggling students to work together and read the dialogue instead of acting it out. To practice and develop the students’ digital abilities, encourage them to do the activity suggested in the box. Ask students if they were right about the family’s big do-nothing day. Elicit some ideas. You can also elicit general responses to the story. Ask students what their families would do on a day of doing nothing. Product: A Plan to Meet In this lesson, students will put their strips of paper with useful expressions for arranging to meet into use. They will use them to improvise conversations. You could play some music for them to relax and feel less self-conscious when speaking. You could first model the activity with a student or ask a pair of volunteers to act out a dialogue. Ask students to work in pairs and take turns to invite each other to meet using their strips of paper. Monitor and offer praise. Make note of errors to provide feedback and corrections to the whole class after the activity. Ask students to give each other feedback about their body language and intonation. 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.
4 Rehearse a dialogue to arrange to meet. Use the expressions in Activity 1 to help you. Change the underlined parts.
5 Present your dialogue to another pair. How was the other pair’s volume and intonation?
ICT Box You can use an app to record your voice and check your pronunciation. An example is Learn English Kids: Playtime.
Reader Did their day go as you predicted? (pp. 13-15)
Step 4
A Plan to Meet
• Work in pairs. Use your strips of paper to take turns to invite each other to di erent activities. • Give and receive feedback. Self-evaluation (Check the box or boxes.) I can invite a friend to different activities. I can give and receive feedback. Tip: Use the cards with expressions to have a conversation and plan to meet after school. If you are not sure, go back to Activity 1.
13 Unit 1
Achievement Assume the role of a speaker in a conversation. Teaching Guidelines • Start a conversation with introductions and greetings. • Accept or reject invitations. • Offer alternatives. • Start and end conversations.
• Respect turn taking conventions. • Regulate intonation and volume. Development
4. Rehearse a dialogue to arrange to meet. Use the expressions in Activity 1 to help you. Change the underlined parts. In this activity, students will practice the essential learning outcomes from the unit. They will start a conversation, accept or reject invitations, offer alternatives, and end a conversation. All the time, they will respect turn taking conventions and regulate intonation and volume. They will use the dialogue given on the previous page. Ask them to work in pairs and rewrite the underlined parts of the dialogue with their own ideas. You can do the first one together as a class. Monitor closely and provide corrections. Make sure to also offer praise as you monitor, not only for accurate language use, but also for the ideas students contribute.
Unit 1 • Activity Book p. 13
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