Lesson
2. Listen and match each activity with a person. Is each picture from now (N) or before (B)? Circle a letter. 21 Before students listen, ask them what activities are being shown in the pictures. Elicit the key words that they expect to hear (play the piano, run, paint, play soccer). Then ask students to listen to track 21 and match each picture with the speakers by writing a letter next to Boy 1, Girl 1, etc. Ask them to listen to track 21 again and decide if each picture shows the boys and girls now or before. You can pause after each speaker and ask the class to say their answers. Differentiated Instruction For this activity you can use the Choral Response to get shy students to volunteer their answers and participate. 3. How did the speakers give details? Match the sentence halves. Then listen and check. Reflect on and circle the words used to connect ideas. The aim is to get students to reflect on the use of connectors to link information. Ask students to match the sentences. Play track 21 again and ask students to check their answers. Then ask volunteers to read the sentences. Ask students which words show us that the ideas are connected by cause and effect. Ask them to circle the connecting words. 4. Underline the general information. Don’t underline the details. Circle two words that describe actions. Ask students what the difference is between general information and details. Explain that general information is the main message or the most important ideas, while the details just give us extra information about the main message. Ask students to work together and underline the general information. Then get them to compare their ideas with other pairs. Then ask students to circle two words that tell us how actions are carried out. Learning to Know 117 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 5. Share an important childhood memory. Put students into pairs and ask them to describe an important childhood memory. Tell them it can be about an activity they did regularly, or something very unusual that they did once. Monitor and provide language as needed; write new vocabulary or expressions on the board.
Lesson
1 How were you different when you were a small child? Talk about the things you do better or differently now. 2 Listen and match each activity with a person. Is each picture from now (N) or before (B)? Circle the letter. 21
a
b
c
d
N / B
N / B
N / B
N / B
Girl 1
Boy 2
Girl 2
Boy 1
3 How did the speakers give details? Read the sentences and check. Reflect on and circle the words used to connect ideas. a My hands were so small that I had to stretch my ngers to reach the keys.
b I didn’t have glasses, so I couldn’t see well. c I was a baby, so I painted with my ngers. d I’m slim now because I run so much.
What words help us describe actions? For information about this theme, go to page 117. 117
4 Underline the general information. Don’t underline the details. Circle two words that describe actions. 117
I drew quite badly; it doesn’t really look like anything. That was my rst soccer game, I think it was before I started school. My hands were so small that I had to stretch my ngers to reach the keys. I run slowly, but I can run quite far, a few kilometers.
5 Share an important childhood memory.
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Achievement Understand descriptions. Teaching Guidelines • Analyze expressions used to describe people and abilities and reasons for explaining these. • Distinguish general information from details. • Reflect on the use of connectors to link information. Development How has your appearance changed? Ask students how they have changed or how their appearance was different when they were babies or small children. You can give some personal examples; e.g.: I was a very thin baby. When I was a child, I had reddish hair. I used to have thick, strong legs, now they are thin. I had short hair when I was in the university. When I was a baby I didn’t have any hair. 1. How were you different when you were a small child? Talk about the things you do better or differently now. Ask students to work in pairs and now discuss how their abilities were different. Ask them what they could or couldn’t do before versus now. Encourage students to ask each other and you for vocabulary. Write new language on the board.
Unit 7 • Activity Book p. 68
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