Product and Assessing my Learning Process
Self-evaluation 1. Work in pairs. Say what you need to think about when having a conversation to plan to meet someone. Organize students in pairs. Read the instructions out loud. Monitor and provide support as needed. Regroup students into groups of four and ask them to discuss their responses. Give students a minute to reflect on how successfully they completed the activity. Elicit reflections from the different groups. 2. Look back through the lessons and check what you have learned to learn, to know, and to do. After that, you can go to page 111 and check. Tell students to go to page 111 to check the themes presented in the Appendix so they can recall what they learned. 3. In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you to improve. Invite students to reread the tips given at the end of each lesson and reflect on how these tips may help them to improve. Have them write their conclusions in their notebook. Make sure to record which students need help so that you may design strategies to support them. What do you want to do together? Finally, organize the class into small teams and read the title of the unit aloud: What do you want to do together? Give them a few minutes to discuss their answers while you walk around and monitor. Ask one person from each team to share their answers with the rest of the class.
A Plan to Meet Do the following activities:
• Have your cards with expressions on hand. • Choose one classmate to work with.
• Go to the front and take a strip of paper with an activity on it. • Use the expressions from your cards to improvise a dialogue: § Start the conversation with an introduction or greeting. § One of you will invite the other to an activity. § The other will accept the invitation, or reject it and o er alternatives. § One of you will end the conversation. • Have fun! Assessing my Learning Process Peer evaluation Ask two of your classmates to write in your notebook comments about your dialogue presentation. Follow the example.
Name
I liked that you...
I suggest that you...
use more expressions on your cards with phrases.
Katia
used good intonation.
Self-evaluation 1 Work in pairs. Say what you need to think about when having a conversation to plan to meet someone. 2 Look back through the lessons and check what you have learned to learn, to know and to do. A er that, you can go to page 111 again and check. 3 In your notebook, write what you think was di cult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve.
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Invite students to reread the tips given at the end of each lesson and reflect on how these tips may help them to improve. Have them write their conclusions in their notebook. Make sure to record which students need help so that you may design strategies to support them. A Plan to Meet In this session, students will improvise their dialogues to arrange to meet. Read aloud each of the steps. You can ask a volunteer to model the activity with you first. Remember you always have the option to adapt the product to your class’s needs and interests. If students are not confident enough to come to the front of the class, first put them into pairs and ask them to practice. You can then regroup and ask them to practice again and again, until they feel more confident. Assessing my Learning Process Peer evaluation Ask two of your classmates to write in your notebook comments about your dialogue presentation. Follow the example. Once all pairs have presented, give students some time to exchange books to receive peer feedback. Monitor to make sure all comments are respectful, and offer praise.
• Activity Book p. 14
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Unit 1
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