for information and to make sure that we understand what is being said. Differentiated Instruction For this activity you can use the Mini Lesson strategy to remind students of question structures. You can remind students that we start with a question word, unless it is a yes/no question, and that the auxiliary verb comes before the subject. 8. Draw the person being described. Ask students to read the whole description before they start drawing and to image the boy. Then ask them to make their drawings based on the description. You might want to check understanding first; e.g.: Is he short and plump in the picture or slim? (short and plump). Ask students to compare their drawings with each other after they have completed them. 9. Work together. Describe someone in your family. Listen and draw. Put students into pairs. Ask them to do the same as the previous activity, but this time they are going to describe someone in their family while their partner listens and draws. Monitor and offer corrections focused on the descriptive language form this lesson.
6 Listen again and number the sentences in the order you hear them to form a dialogue. 20 Was it your rst bike? But it looks like you’ve got blond hair in that photo. 1
Yes, my hair was lighter when I was little. I remember that bike! You mean, one where you didn’t have to step on the oor? No, that’s my dad. He has grey hair. And what about this picture? It looks like you were at a park. Who is this? Is he your grandpa? Yes, look at how short I was. I could make it go really fast, but I couldn’t wait to get a real bike like my older brother. I’m sure it gave me strong legs, but I wanted a big boys bike.
8
7 Complete the questions that can be used to ask for more information.
a b c d
your brother?
Reader What number do you find the most interesting? (pp. 75-77)
that your rst bike?
is this?
your grandpa?
e Who
you talking about?
8 Draw the person being described. Look, this is my younger brother. He’s got curly, short hair in this picture. His hair is dark. He is short and plump. Now he’s a lot slimmer. 9 Work together. Describe someone in your family. Listen and draw.
Step 1
• What words do you know that you can use to describe appearance? • Write down ve words or phrases from this lesson that you can use to describe your appearance or abilities. • Copy each word or phrase on strips of paper. Self-evaluation (Answer the question.) • Can I describe someone’s appearance? Tip: If you are not sure, go back to Activities 1, 2, 6, and 8. Line Graph of Development
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Achievement Listen to and explore appearance of known people. Teaching Guidelines • Determine order in which information and details are presented in descriptions. • Ask questions that help to determine who and what is being talked about. Development 6. Listen again and number the sentences in the order you hear them to form a dialogue. 20 The aim of this activity is to get students to determine the order in which information and details are presented in descriptions. Ask students to read the sentences first. It could help to ask them to underline key words that they have to listen for to know that that sentence is being said. 7. Complete the questions that can be used to ask for more information. This activity will help students to ask questions that help to determine who and what is being talked about. Ask students to complete the questions. They can find some of them in the text in Activity 5. The others can be completed using the ones from the text as models. Ask students why we need to use questions. Highlight that it is important to ask questions to ask
Ask students to discuss the question in groups: What number do you find the most interesting?
Product: Line Graph of Development In this lesson, ask students to write down five words or expressions used to describe appearance. Monitor and check (make sure the words are relevant to appearance) and then ask them to copy their expressions onto strips of paper. This will be your first piece of evidence. 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.
Unit 7 • Activity Book p. 67
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