Lesson
2. Work in pairs. Read and listen to the story. Were you right in Activity 1? Is this a sad or funny anecdote? Who are the characters? 8 106 You could organize pairs and ask them to read as they listen to the story. Play track 8 once. Have them tell each other if their prediction in Activity 1 was correct. Then, ask students if they think the story, is sad or funny (funny). Ask them who the characters are. If necessary, play the track again. Pause to give them time to discuss what they understand in the text or not. Check answers as a class and discuss the types of characters they found. Differentiated Instruction For this activity you can use the Choral Response by asking the whole class to shout out their answer. This will allow shy and weaker students to participate also. 3. Reflect on the kinds of words we use in stories and circle the best answer. Students will analyze language used in the story: comparing adjectives. Ask students to look at the words they wrote in the gaps. Ask them if they think the words are used to talk about actions or to describe things. Look at specific examples and ask questions like: Who was happy? What was big? What was beautiful? 4. Look at the underlined examples in the text. Answer the questions. In this activity, students will analyze verbs used in the story. Ask them what is underlined in the text. Then read the question. Ask them if the action of disappear or run continues for longer. You can draw a line on the board to visually represent the action of running and then draw a cross next to it to represent the sun disappearing. Learning to Know 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed.
Lesson
1 Look at the pictures in Activity 2.Tell each other what you think will happen in the story.
2 Work in pairs. Read and listen to the story.Were you right in Activity 1? Is this a sad or funny anecdote? Who are the characters? 8 106 It was a sunny a ernoon and I was at the park with
Pepper, our dog, and Grandma Lola. Pepper and I were running and playing, while Grandma Lola sat on a bench . We were all very happy. I was happy because grandma took us for ice cream. Pepper was happy because she could smell all the things that dogs smell in parks. Grandma Lola was happy because she came from the hairdresser’s .
All of a sudden it became dark. The sun disappeared. Then suddenly a big rain cloud came out of nowhere. We couldn’t believe it; it just started raining unexpectedly . We didn’t have an umbrella.
Grandma didn’t want her beautiful hair to get wet “Quick! Give me your schoolbag!” she ordered. She wore my schoolbag on her head!
Pepper also hates the rain, so I had to carry her home. The three of us looked so funny!
3 Reflect on the kinds of words we use in stories and circle the best answer. Happy, dark, big, wet, beautiful, funny are used to talk about actions / describe things.
4 Look at the underlined examples in the text.Answer the questions. 112
What words can you use to express when an action is performed? For information about this theme, go to page 112. 112
Which action goes on for a while? Which action happens quickly?
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Achievement Analyze different aspects of storytelling. Teaching Guidelines • Compare adjectives and verb tenses. • Investigate the meaning of new words and phrases. Development Has anything fun or funny happened to you this week? Ask students: Has anything fun or funny happened to you this week? You could provide a simple example of your own to set the tone; e.g.: I went to the market and a lady gave me some berries for free! Elicit some answers from the class. 1. Look at the pictures in Activity 2. Tell each other what you think will happen in the story. In this activity, students will predict the content of the story to help them activate their previous knowledge and become familiar with the context of the reading. Ask students to work in pairs and discuss the questions before eliciting some answers from the class.
34 Unit 2 • Activity Book p. 18
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