their purposes. Read instructions aloud and play Track 32 for them to perform the task. Check orally. 6. Discuss with your class the differences and similarities between the soccer narration and the football narration. Focus on the way they transmit emotions. You could read instructions aloud and invite different students to share their ideas so they may value cultural differences in the transmission of emotions. Guide them by asking: How does the British narrator show his excitement about the goal? (by saying how he and the audience feel, stressing words, changing the rhythm in which he speaks, and speaking louder). How does the American narrator show his? (by speaking faster and louder). Differentiated Instruction For this activity you could use the Stimulate Student Senses Strategy . Play Tracks 30 and 32 again; this time tell them to close their eyes and focus only on the emotions that narrators transmit (it doesn’t matter if they don’t understand every single word). Once they have listened to both tracks, tell them to open their eyes and share their experiences with the class. Have students discuss in groups if they think hard training is necessary. Discuss their answers in plenary and have them look for the answer in the text (it states that “She trains several hours a day, six days a week, all year long. Training is extremely hard.”). Product: Narration In this unit, students will narrate a sports event. In this lesson, students will choose the sport that they will narrate about and they will create a repertoire of words and expressions related to that sport. Organize the class into pairs, read instructions aloud, and have them agree on a sport and look up vocabulary related to it. If they don’t have access to electronic devices, ask them to complete the task for homework. This activity will be your first 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. If necessary, go back to some of the previous activities so students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What is the purpose of narrating a sports event? Have students reflect upon the purpose of the narrations they listened to in this lesson.
4 Listen to the narration again and visualize what you hear; draw it.Then, use those drawings to tell a partner what happened in the game. 31
5 Listen and analyze the narration with your partner. Follow the instructions. a Underline the sentences in which rhythm is faster. b Circle the one in which volume increases. c Draw a square around the one in which intonation is di erent. 32
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Good job by Smith, he’s been playing absolutely fantastic football here over the last couple months. The 21-year-old rookie has been making great plays all season long. Watch him right here, he’s going into motion… the key is when they run these routes; they’d run into the linebackers. Look at him here! There he goes! He’s coming right down the line! An awesome touchdown by Smith!
6 Discuss with your class the differences and similarities between the soccer narration and the football narration. Focus on the way they transmit emotions.
Reader Do you think you need to train hard to play in a tournament? (pp. 113-115) Narration
Step 1
• Write a list of sports. Choose one. • Create a repertoire of words and expressions related to that sport. Self-evaluation (Underline.) To explore narrations of sports events, I… …identified key words to anticipate the event. …analyzed the sequence of events. …determined the purpose. Tip: When you listen, try to visualize what you hear.
97 Unit 10
Achievements
• Explore narrations of sports events. • Understand general information and details of narrations of a sports event.
Teaching Guidelines
• Visualize what is heard. • Detect changes in intonation, rhythm, volume, and tone, and their purposes. • Value cultural differences in the transmission of emotions. Development 4. Listen to the narration again and visualize what you hear; draw it. Then, use those drawings to tell a partner what happened in the game. 31 To have students visualize what is being heard, you may play Track 31 for them to draw the actions described in Activity 2. Pause to give them time to include details. Once they have finished, organize the class into pairs and have them compare their drawings. 5. Listen and analyze the narration with your partner. Follow the instructions. 32 110 Students will continue working in pairs to detect changes in intonation, rhythm, volume, and tone, and
Unit 10 • Activity Book p. 97
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