7. Tell each other about someone in your family. What do they look like? What can they do? Make notes. Ask for clarification if needed. In this activity, students will describe appearance and further paraphrase information to ask for clarification of meaning. Ask students to first make notes about someone’s appearance and abilities in their family. Monitor and ask questions to make sure that students have all the language they need to complete the speaking task. Write more useful language on the board as it is requested. Then ask students to work together in groups and share their descriptions. Remind them that they can use questions to check understanding. Ask them to consult the Appendix. Differentiated Instruction For this activity you can use the Individual Feedback strategy by writing suggested language or corrections on small strips of paper when you’re monitoring and handing them out
5 Who do you think the children are? Complete the description with words from the box. Check your answers with your partner.
black
can
can’t
dark
short
younger
well
This is my brother and sister. His name is Ray and her name is Megan. They are both very quiet. They look similar, with hair and eyes. They are and strong. Ray swims three times a week, and Megan plays tennis. They are than me, but they run faster. They’re great at sports. There are some things they do as well as me, like math. That is why I help them with their homework. We all have di erent… things we can do , you know?
6 Complete the responses to mean the same.
Reader What new fact did you learn? (pp. 81-83)
a Y m , di erent talents? b I
o w , di erent talents?
c W y
s
is we all have di erent talents?
7 Tell each other about someone in your family.What do they look like? What can they do? Make notes.Ask for clarification if needed. 117
117
Do you know some questions to make sure you’ve understood? For information about this theme, go to page 117.
Step 3
Line Graph of Development
to students individually. Learning to Do 117
• Work in small groups. Say if people in your family look similar. • Make notes about someone’s appearance in your family. • Use your notes to describe someone’s appearance in your family. Self-evaluation (Answer Yes or No.) • I can describe someone’s appearance and abilities giving details. Tip: If you answered No, go back to Activities 2, 5, and 7.
Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed.
71 Unit 7
Put students in groups. Ask students to discuss the question: What new fact did you learn?
Achievement Understand descriptions. Teaching Guideline
Have students share all the new facts they didn’t know before reading the text. Product: Line Graph of Development In this lesson, students will write notes about someone’s appearance in their family. Organize the class into pairs and allow them to work together to rewrite. Monitor while they work to check progress. Check their work before asking them to write it onto a piece of paper. This activity will be your third piece of evidence in this unit; ask students to file it following the procedure of your preference. 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.
• Paraphrase information to ask for clarification of meaning and expand repertoire of words and expressions. Development 5. Work in pairs. Who do you think the children are? Complete the description with words from the box. Check your answers with your partner. Ask students to try this individually. This is a revision activity of vocabulary previously seen in the unit. Then, ask them to compare in pairs. 6. Complete the responses to mean the same. Tell students that the questions all try to check understanding of the last part of the text. Tell them that they can look at the questions on the previous page to help them. Then drill the questions, asking students to try saying it more fluently; e.g.: Different talents (repeat), you mean different talents? (repeat) (repeat faster) (repeat quietly) (repeat loudly)
Unit 7 • Activity Book p. 71
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