Lesson
underlined words. Use the glossary to help you. 109
How Can You Talk About Your Appearance and Abilities?
You could organize pairs. Then draw students’ attention to the photo and ask who he is. Accept logical answers. Then instruct students to read the text and find out who he is. Ask them to go to the glossary on page 109 to check the meaning of words. After that, have students look at the underlined words. Check that they understand the meaning. You can ask for antonyms, synonyms, miming or use of the word in a sentence so that students do not translate the word into Spanish immediately. Following this way, the meaning will be more memorable for them. Give them some minutes to complete the diagram with the words that are underlined. Check as a class. Differentiated Instruction For this activity you can use the Jigsaw strategy and allow pairs who need more support to only complete one of the circles, either be or have . You can give them each a tip: be is for general characteristics about the body; have is for specific features with parts of the body. 2. What other words do you know to describe appearance? Add them to the charts. Tell each other who you know with these characteristics. Ask students to work in different pairs and to think if they know any other words to describe appearance. Also ask students to tell each other about the people they know who have these characteristics. Make sure that students do not make judgmental comments. This might be a good time to highlight the fact that it is offensive to call someone fat, and that we can talk about weight problems, rather than labelling a person. It is also a great opportunity to talk about diversity and how we are all unique. 3. Listen and check as many of the words as you hear. How does listening for specific words help you to understand better? 18 Ask students to listen to the descriptions and check the words on the charts. Play track 18 more than once if necessary. Check the words on the board. 4. Listen again and say which pictures are described. 19 Before students listen again, ask them to try and remember and guess which two pictures are spoken about in the listening. Then play track 19 again and allow students to check their answers. 5. What are your favorite photos from when you were little? Describe them to each other. Ask students to imagine their favorite photos from their childhood and take turns to describe them to each other. Monitor and encourage the use of new language introduced in this class.
Social Practice of the Language To describe and compare appearance and ability at dierent ages. Achievements • Listen to and explore appearance of known people. • Understand descriptions. •Describe own appearance. Product: Line Graph of Development Family and Community Environment
1 Work in pairs.Who is in the photo? Read the text and find out. Complete the diagram with the underlined words. Use the glossary to help you. 109
Hi, I’m Tessa. This is my brother Michael. He’s 10 and I am 11. We are very di erent. For example, he has short straight hair but mine is long and curly . He is slim and tall but I’m short and a little plump . His eyes are big. Mine are small. He’s very friendly and girls say he’s handsome . As we both like sports, we play football in the same team. I love him very much because he’s my best friend.
a small mouth
have
be
2 What words do you know to describe appearance? Tell each other who you know with these characteristics. 3 Listen and check as many of the words as you hear. How does listening for specific words help you to understand better? 18 4 Listen again and say which pictures are described. 19
5 What are your favorite photos from when you were little? Describe them to each other.
66 Lesson 1
Achievement Listen to and explore appearance of known people. Teaching Guidelines • Discover new words and expressions to expand vocabulary repertoire. • Reflect on previous knowledge and experiences. Development How can you describe your appearance and abilities? To help students look at their appearance in a different way, ask them to find someone who has something the same as them. Choose features of appearance that are not commonly considered; e.g.: Find someone with the same length small finger. Find someone with the same kind of ears. Find someone with the same length eyelashes. Write on the board: How can you describe your appearance and abilities? 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. Work in pairs. Who is in the photo? Read the text and find out. Complete the diagram with the
Unit 7 • Activity Book p. 66
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