5. Think about the feedback you received and correct any aspects you need in your anecdote so that you can retell it in a better way. Have students reflect on the feedback they received. Then give them enough time to prepare or make any adjustments to retell their anecdotes to a different partner. 6. Tell your anecdote again. Tell each other one thing you liked about each other’s stories. Have students retell their anecdote as their partners listen. Give them time to tell what they liked about their stories. Ask students to work in pairs and say why they think the kitten came back to visit Maria. Then regroup students and get them to compare their ideas in groups. Product: Recording of a Personal Anecdote In this lesson, students will finally tell their stories and receive feedback from each other. You could play some music for them to relax and feel less self- conscious when speaking. Ask students to work in groups and take turns to tell their stories. 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 as well as the content of their stories. Tell them to focus on the positive aspects of feedback. 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 Work in groups. Give and receive feedback from your partners.
5 Think about the feedback you received and correct any aspects you need in your anecdote so that you can retell it in a better way.
6 Tell your anecdote again.Tell each other one thing you liked about each other’s stories.
Nice! I liked the describing words you used.
Good job! You spoke very clearly.
Reader Why do you think the kitten came back to visit Maria? (pp. 25-27)
Step 4
Recording of a Personal Anecdote
• Tell your story. • Give and receive feedback. Self-evaluation (Answer the questions.) • Did you tell your anecdote? • Did you give and receive feedback? • Did you correct your performance according to the feedback you received? Tip: If you answered No to any question, go back to Activities 3 and 4.
23 Unit 2
Achievement Tell a personal anecdote. Teaching Guidelines • Make the most of body language and features of pronunciation. • Vary aspects of pronunciation when telling an anecdote. Development 4. Work in groups. Give and receive feedback from your partners. You could have students work with the same partner. Then you could form bigger groups so that other members give and receive feedback as the others listen to them. This will encourage an even participation and will guide struggling students on how to do this activity. Differentiated Instruction For this activity you can help struggling students by providing a Mini Lesson on intonation, volume, and sentence stress. First let students practice repeating a sentence with different intonation (flat, going up, going down, fluctuating) and stress; e.g.: Yesterday , I was doing my homework in my bedroom . versus Yesterday, I was doing my homework in my bedroom .
Unit 2 • Activity Book p. 23
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