Lesson
listen to the news without reading. Play track 13. Ask students some comprehension questions to make sure they understand the content. Ask them where they think this section would go (weather, culture, sports, etc.). Then draw students’ attention to the use of clues such as, special effects, speaker’s intonation, pauses, etc. After that, organize pairs to read the article and discuss which way they prefer to learn about the news. Monitor and encourage students to talk about what they of broadcasting or written press. Check as a class. 2. Answer the questions about the article. Ask students to first read and underline the parts of the text that correspond to the questions and then use that to write the answers. Allow students to compare their answers before you ask volunteers to write the answers on the board. Differentiated Instruction For this activity you can use the 10 Seconds strategy to give everyone who wants to answer time to put their hands up. 3. Who or what do the underlined words refer to? Why don’t we repeat the same words? You can talk through the first example as a model; e.g.: Who does “they” refer to? If we read the previous sentence, we can see it means “Experts at a university in Atlanta.” So, instead of repeating the word “experts,” we can use “they”. Ask students to circle the people or things that are referred to in the underlined words. Then elicit the answers from the class. 4. What tense are the phrases in bold in? Why do we use it? Write have been and have tested on the board. Ask students to try to remember if they know the structure and what it is used for. Learning to Know 114 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 5. Work in pairs. Find words in the article that mean the same. Say if you know more words with the same meaning. Ask students why we use different words to talk about the same things. Discuss how it is very repetitive and boring to use the same word over and over. Then ask students to work together and find words in the text that can be used to talk about the same things. Write them in different boxes on the board. You can also elicit more ideas; e.g.: people, humans, men and women, dog owners/dogs, pets, animals, puppies, man’s best friend/scientists, experts, people who study dogs, vets.
Lesson
1 Listen to the news and discuss in what section this news would go in.Then read the article.How do you prefer to explore it? on the radio? in a written way? 13 107 Does Your Dog Love You? Science Has the Answer. Dogs and people have been friends for thousands of years, but for a very long time, scientists did not know how dogs felt towards humans. Experts at a university in Atlanta have tested dogs to nd the answer. They said that dogs react more to the smell of humans than other pets. The smell of their owners actually gave dogs a happy feeling, which could be seen in a specic part of their brains. Other tests show that dogs also get happier when we talk to them in our “good dog” voice. They are also the only animals, except for monkeys, who look us in the eye and come to us for help when
they don’t feel safe. So, yes, it is real love!
2 Answer the questions about the article.
a What were scientists not sure about before? b Who did the tests? c What makes dogs happy?
d Which other animals are similar to dogs?
3 Who or what do the underlined words refer to? Why don’t we repeat the same words?
What words can you use to avoid repeating the nouns your referring to? For information about this theme, go to page 114. 114
4 What tense are the phrases in bold in? Why do we use it? 114
5 Work in pairs.Find words in the article that mean the same.Say if you know more words with the same meanings. a people b dogs c scientists
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Achievement Understand the news. Teaching Guidelines • Reflect on the type of words used to indicate who is talking. • Check meaning of words and expressions to expand own vocabulary repertoire. • Identify ways to talk about the same event or thing. • Analyze the content of news by asking and answering basic questions. • Compare expressions used to describe events and to add details. • Determine when there is uncertainty. Development Have you listened to the news this week? Ask students: Have you listened to the news this week? You could provide a simple example of your own of something interesting that students are likely to have heard. 1. Listen to the news and discuss in what section this news would go. Then read the article. How do you prefer to explore it? on the radio? in a written way? 12 107 Direct students to go to the glossary on page 107 and check the meaning of the words. Then have students
58 Unit 4 • Activity Book p. 38
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