Lesson
1. Listen and read the report. Then, with your partner, label its parts using words from the box. 28 110 You may organize the class into pairs and have them identify the Glossary words in this text; invite them to go to page 110 to check their definitions and give examples. Then, read instructions aloud, draw their attention to the words in the box, and play Track 28. Give pairs some time to recognize the parts of this report and tell them to label the parts using the words from the box. 2. Work in teams to compare and contrast professional runners and Raramuri runners. Follow the example. You could organize the class into teams. To have them contrast cultural differences about the way in which work activities are developed, tell them to go back to page 86 and draw their attention to the picture of the runner and to the information related to this profession. Then, tell them to go back to page 88 and read the example aloud. Remind them that during the previous unit they learned some expressions they can use to compare and contrast, which they can check on page 118 in their books. Monitor while teams work to offer any help they may require and check by inviting them to read their sentences aloud. Differentiated Instruction For this activity, you could use the Choral Response Strategy to assess the activity without singling students out and to give shy students the opportunity to participate.
Lesson
How can I identify an introduction? To know more about this theme, go to page 119. 119
1 Listen and read the report.Then, with your partner, label its parts using words from the box. 28 110 119 body conclusion introduction title
subheadings
Athletes
www.sportsoftheworld.com Run to Live or Live to Run?
Raramuri runners are among the best marathoners in the world. Four ultra-marathons are organized in Chihuahua every year. Athletes from all over the world attend to learn about the Raramuri’s running techniques; also headhunters show up seeking out talent in Raramuri athletes. Culture Surprisingly for us, they do not consider themselves professional runners. They participate in competitions to earn money so they can purchase seeds for their lands, which are shared and worked by the whole community. Roots For them, running is part of their cultural heritage. For centuries, they have run across the slopes of Chihuahua’s Copper Canyon and since the time they are little children, they are trained to survive in a dicult environment.
ICT Box If possible, use a
streaming platform to watch Lorena, Light- Footed Woman . Share your impressions with your classmates.
Equipment and Diet They don’t wear expensive sneakers or modern gear but only their sandals made from tire scraps and traditional costumes. They don’t follow specialized diets but rather nourish themselves by eating tortillas and pinole . We should learn from them because despite their fame, which they gained by their amazing abilities, they are humble people who work together to benefit their community.
2 Work in teams to compare and contrast professional runners and Raramuri runners. Follow the example. Professional runners wear special sneakers, while Raramuri runners wear sandals.
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Achievements
• Gather information about jobs or professions. • Explore reports about activities.
Teaching Guidelines
ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them.
• Recognize parts of a report. • Contrast cultural differences about the way in which work activities are developed.
Development What are the parts of a report?
Ask: What are the parts of a report? Encourage students to recall them from what they learned in Unit 3. Learning to Do 119 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed.
118 Unit 9 • Activity Book p. 88
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