Learning to Learn 111 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 5. Use the spaces below to provide feedback. Once everybody has presented their comparisons, you may tell pairs that they should give feedback especially for the aspects that had a “no” answer in the previous activity. Explain to them that they should give brief advice on how to improve, e.g.: You should speak a little bit louder, try to pronounce words clearly, etc. Monitor to check all comments are respectful. 6. Make necessary adjustments and present your comparison to your class. Once pairs have read their feedback, you may give them some time to rehearse their presentations again considering the suggestions they received. Then, invite pairs to present in front of the class. Have students discuss common sports in Mexico, and uncommon sports they know. Ask them if they know any martial arts (karate, taekwondo, kung fu, judo, etc.). Then, ask them about Japan’s national sport. Product: Comparison of Customs Based on Pictures In this lesson, they will write sentences using expressions to explain similarities and differences based on the descriptions they already have, and they will use connectors to order them. Organize the class into pairs, read instructions aloud, and give them some time to perform the task while you monitor to check. This activity will be your fourth evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. Which aspects are important to consider when preparing an oral presentation? Encourage students to answer the question by mentioning the aspects they practiced during this lesson (control the order and amount of information they will include, use appropriate expressions and use prosodic resources to ensure clarity).
4 Work with another pair to present your comparison. Use the checklist below to monitor prosodic resources.
Yes No
Did they use an appropriate volume? Did their intonation convey feelings and emotions? Did they speak with an appropriate pace? Did they pronounce all words clearly? Are there any spelling and punctuation mistakes?
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How can variations in volume, tone and rhythm help me to
5 Use the spaces below to provide feedback.
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transmit a message? To recall information about this theme, go to page 111.
Tone
Volume
Rhythm
Diction
6 Make necessary adjustments and present your comparison to your class.
Reader What is Japan’s national sport? (pp. 98-99)
Comparison of Customs Based on Pictures
Step 4
• Write sentences using expressions to explain similarities and di erences. • Order them using connectors. Self-evaluation (Circle.) To explain customs based on pictures, I… …controlled amount and order of information? yes no …used phrases to indicate the beginning and the end? yes no …used phrases to gain time? yes no It was easy / difficult for me to use changes in volume, tone and rhythm to transmit my message. Tip: In oral presentations try not to learn what you will say by heart; instead, use visual material to recall what you have to say.
83 Unit 8
Achievement
Explain customs based on pictures.
Teaching Guidelines
• Share relevant information. • Monitor prosodic resources to ensure clarity.
Development 4. Work with another pair to present your comparison. Use the checklist below to monitor prosodic resources. You may read aloud the instructions and each statement in the checklist to ensure all students understand. Explain that they must check the “yes” or “no” square to monitor prosodic resources to ensure clarity. Then, tell pairs to get together with another pair so they can share relevant information about their pictures when presenting their comparisons and to practice peer assessment. Differentiated Instruction For this activity you could use the Three-minute Pause Strategy to give students three minutes to recall which the prosodic resources are. After this time, invite volunteers to share what they know.
Unit 8 • Activity Book p. 83
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