get connected to the topic. Then play track 12 again and ask students to listen to it. Finally, organize small groups to read the sentences and discuss if they noticed how this was done in the audio. 9. Work in small groups. Say which news story you want to know more about. Organize students in small groups and read the instructions out loud. Have them share their preferences. Ask students to discuss if the newspaper could be talking about their school or not. Elicit what the differences are between the newspaper’s school and their school. Product: Questionnaire In this unit, students will create a questionnaire for their classmates to answer. To do this, they will make cards with useful language, questions, and opinions. In this lesson, ask students to write down five words or expressions commonly found in the news. Monitor and check (make sure the words are relevant to the news) and then ask them to copy their expressions onto strips of paper. This activity will be your first piece of evidence in this unit; ask students to file the list following your procedure of preference; remember that portfolios can take the form of a physical file or be kept in digital form. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! 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
7 Listen and read the information.Then write Who , Where , What , or Details accordingly. 12
Mr./Mrs. Johnson new factory built
in town
will give hundreds of people jobs
Scientists
recorded sounds in space
NASA
planets and stars not quiet
The Eagles
won nal game Star Stadium fans stuck in tra c for hours
everyone
can go to free concerts, plays, and ballet
Museum of Fine Arts
all Sundays this month
Firemen
trying to stop wild res
Australia
wild res have burned for more than week
8 Read, then listen again and check how the news is read.
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a The speaker speaks quickly. b The speaker keeps the rhythm the same. c The speaker stresses the important words in each story.
Reader Could this newspaper be talking about your school? Why or why not? (pp. 41-43)
9 Work in small groups. Say which news story you want to know more about.
Step 1 • Write down ve words or phrases from this lesson that you expect to nd a lot in the news. • Copy each word or phrase on strips of paper. Self-evaluation (Check the boxes.) Questionnaire
I know different kinds of sections in the news. I know phrases that you can find in the news. Tip: If you are not sure, go back to Activities 2, 5, and 7.
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Achievement Listen to and explore news in familiar contexts. Teaching Guidelines • Evaluate rhythm, pace, and sounds used by the speaker. • Understand information related to basic questions and some details. Development 7. Listen and read the information. Then write Who , Where , What , or Details accordingly. Play track 12 so that students listen to the news stories. Then have students complete the headings of the chart identifying the information they are given. Check as a class. Differentiated Instruction For this activity you can write some parts of key words that weaker students can use on the board, like: fact____, fire___, scient___, etc. 8. Read, then listen again and check how the news is read. Introduce the activity by saying that reporters or journalists read the stories in a different way of colloquial or everyday speaking. Remind students of famous journalists or news presenters so that they
Unit 4 • Activity Book p. 37
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