students to identify the features of pronunciation. You could group weaker students together and then provide examples with your own voice as suggested in the activity, as you elicit each answer. 6. When telling anecdotes, connectors help us express ideas clearly. Look at the examples and include them when you tell an anecdote. 112 You could draw students’ attention to the words in bold and elicit their meaning. Then have students read the explanation on page 112 on how we use connectors. Ask some volunteers to tell you a very brief anecdote or just a sentence in which they use connectors. Learning to Do 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 7. When you tell a personal anecdote, you use your face, arms and hands as essential parts of the story. Move your hands to explain, raise your eyebrows and shrug your shoulders to perform the actions you describe. Retell the anecdote in Activity 2 using body language. Model bad story telling body language by standing motionless in front of the class. Ask students what you could do with your body to make the story more interesting. Ask students to show you with their body movements as they retell the anecdote in turns in front of the class. Ask students to reflect on Maria and Gabriel’s decision. Would they do the same in their situation? Do they think they are doing the right thing? Product: Recording of a Personal Anecdote Students will write three adjectives and three connectors. Organize the class into groups, read the first and second instructions aloud, and have them follow the models included in this lesson to write their expressions. Monitor while they work to check all their writing. Once you have checked them all, read the third instruction and monitor while they copy them onto cards. This activity will be your second piece of evidence in this unit; ask students to file it following the procedure of your preference. 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.
5 Read what happens to your voice when you tell a funny personal anecdote. Listen again and then, tell the anecdote in Activity 2 to your partner. 9 a There is a bigger di erence in the sound of your voice. b There are more pauses. c There is a bigger di erence in volume. d You speak at di erent speed(s). 6 When telling anecdotes, connectors help us express ideas clearly. Look at the examples and include them when you tell an anecdote. 112
a Grandma Lola was happy because she came from the hairdresser’s. b Pepper also hates the rain, so I had to carry her home. c Then suddenly a big rain cloud came out of nowhere. 7 When you tell a personal anecdote, you use your face, arms, and hands as essential parts of the story. Move your hands to explain, raise your eyebrows and shrug your shoulders to perform the actions you describe. Retell the anecdote in Activity 2 using body language.
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Reader Would you do the same if you were in their situation? (pp. 20-21) Because and so connect reasons or results. Suddenly helps us to talk about an action that happened quickly.
Step 2 • Work in groups. Say what di erent kinds of words you need when telling a story. • Write three adjectives. Recording of a Personal Anecdote
• Write three words used to connect ideas. • Use color markers to copy them on cards. Self-evaluation (Write True or False).
• There is a bigger di erence in volume when you tell a fun anecdote. • You can use past simple or past continuous to tell an anecdote. • Because and so are connectors to give a reason or result. • Adjectives help us describe the setting, characters, and actions. • Body language is how you use your face, arms, and body to tell an anecdote. Tip: If you are not sure of your answers, go back to Activities 3, 5, 6, and 7.
19 Unit 2
Achievement Analyze different aspects of storytelling. Teaching Guidelines • Analyze features of pronunciation in the telling of a personal anecdote. • Value the importance of connectors. Development 5. Read what happens to your voice when you tell a funny personal anecdote. Listen again and then, tell the anecdote in Activity 2 to your partner. 9 Ask students to read sentences a to d . Explain that these are the things that happen to your voice when you are telling an anecdote that is funny. Explain each point by giving examples of each; e.g.: One day I was walking home (with flat versus fluctuating intonation; a pause after day versus no pause; with and without a change in volume). Ask students why they think we use our voice in so many different ways when telling a story (to make it interesting and funny for the listener). After that ask them to listen again the anecdote as you play track 9. Draw their attention to the way the speaker uses her voice. Finally, ask students that in turns, practice saying the anecdote as they recall it. Differentiated Instruction For this activity you can use Individualized Feedback to help struggling
Unit 2 • Activity Book p. 19
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