Lesson
sections the programs have (weather, crime, finance, traffic report, entertainment, reports, culture, etc.). 2. Look at the different sections of the news. Which is your favorite section? Organize pairs to look at the pictures and discuss what their favorite is. Elicit news they have heard lately. Monitor walking around to help if necessary. Create a respectful atmosphere so that students feel confident to express their preferences. 3. What kinds of news stories do think you can find in each section? In this activity, students will predict or anticipate information using contextual clues. First put students into groups, then ask them to think of examples of topics or stories that can be found in the different sections. Monitor and ask guiding questions like: What sport competitions are usually in the news? What are the most important science topics in the news? Is that more about business or more about technology? 4. Listen and decide which section each news story is from. 10 Ask students to listen to track 10 and match each section. Then ask them to compare their answers in pairs. Play track 10 again, pausing after each news item, then asking students which section they think it is from. Encourage them to try to identify key words, or any words in the listening and match it to the general topic of a section. Differentiated Instruction For this activity you can elicit key words from the listening and write them on the board to help students who have weaker listening skills, before eliciting the answers. 5. Match the sentence halves. Listen and check. Tell each other what you think happens in each news story. 11 107 Have students work in pairs. Read the first phrase (New factory) and elicit the one it should be matched to (will give hundreds of jobs.). Ask each pair to do the same with the other sentences. Give them some minutes to work. Before checking answers, play track 11 so that students listen and check their answers. Then have students discuss in pairs what each story is about. Monitor to listen their discussions and make notes of any mistake you hear to give effective feedback at the end of the discussion. 6. Listen again and notice how pauses, sound effects, word phrases, or numbers are used to show change of topic. Answer the questions. 11 Play track 11 again and guide students so that they can identify the use of all these elements in the audio. Check the answers and discuss how these elements are used. If necessary, play the track again.
What Do You Think About the News?
Family and Community Environment
1 What kinds of news stories do you enjoy listening to?
Social Practice of the Language To exchange opinions about audio news. Achievements • Listen to and explore news in familiar contexts. •Understand audio news.
2 Look at the different sections of the news.Which is your favorite section?
•Exchange opinions. Product: Questionnaire
c Science &
a Sports
b World news
d Business
e Arts
Technology
3 What kinds of news stories do think you can find in each section?
4 Listen and decide which section each news story is from. 10
1
2
3
4
5
5 Match the sentence halves. Listen and check.Tell each other what you think happens in each news story. 11 107 1 New factory
a have won the nal game. b will give free concerts.
2 Scientists 3 The Eagles 4 The Museum of Fine Arts 5 Australian remen
c are trying to stop wild res. d will give hundreds of jobs. e have recorded sounds of planets and stars.
6 Listen again and notice how pauses,sound effects,word phrases,or numbers are used to show change of topic.Answer the questions. 11 • Are pauses used? • Are sound e ects used? • Are phrases used? • Are numbers used?
36 Lesson 1
Achievement Listen to and explore news in familiar contexts. Teaching Guidelines • Predict or anticipate information using contextual clues and key words. • Identify pauses that indicate a change in topic or idea. • Understand information related to basic questions and some details. • Identify sound resources: pauses, sound track, and sound effects. Development What do you think about the news? Ask students to work in pairs and share their ideas before sharing with the whole class. If students can’t come up with ideas, help them brainstorm ideas like: What are they talking about in the news? What good news have you heard? What news is important where you live? At this point, you may allow some Spanish words to help them feel more confident to express themselves, but always provide them with the words or phrases in English and have them repeat after you as you write and illustrate them on the board. 1. What kinds of news stories do you enjoy listening to? You could ask students if they ever listen to the news and who they do it with. Then, ask what kind of news
Unit 4 • Activity Book p. 36
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