the previous activity. Then, get with another pair to narrate it. Suggest students to continue working in pairs to describe the sequence of actions that happened in the sports event shown in the picture from the previous activity. Suggest that they check the flow map provided on page 96, Activity 2, so they can recall how they analyzed the sequence of events in that narration. Then, they may also check the script provided on page 100, Activity 1, so they can identify the actions in a narration of a similar sports event (it is also a Paralympic athletic race). To check, draw the flow map on the board and invite pairs to write their answers. Once they finish, suggest them to get with another pair to narrate the event they described. Ask students if they have ever watched or played tennis. Then, have them go back to the reading and look for the names of two tennis strokes in pairs. You can create a competition and have pairs write the words on a piece of paper and put it on your table, or run to the board and write the names. Product: Narration In this lesson, students will answer the questions they wrote to propose general information about the event and they will create a flow map to describe the sequence of actions that they will narrate. Organize the class into pairs, read the instructions aloud, and give them some time to perform the tasks while you monitor to check. This activity will be your third evidence in this unit; ask students to file it following the procedure you prefer. 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. 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. How can we add intensity to a narration? Ask the question again. This time, invite students to recall the expressions they learned in Activities 1 and 3 and to give examples on how to use intensifiers and strong adjectives.
4 Look at the picture and work with your partner to propose general information about the sports event.
• What? • Who? • Where? • When? • Details:
5 With your partner, write a possible sequence of actions for the event shown in the picture from the previous activity.Then, get with another pair to narrate it.
Reader Can you name two tennis strokes? (pp. 119-121)
Step 3 • Answer the questions you wrote to de ne general information about the event. • Create a ow map to show the sequence of actions. Self-evaluation (Check the box or boxes.) The strategies that I used to understand general information and details of narrations of a sports event were: Narration ICT Box If possible, use a browser to look for sports events
narrations from English speaking countries. Pay attention to the expressions used and share them with your class.
Classify expressions to share emotions. Contrast general information with details. Analyze ways to be more expressive. Tip: Reread the models provided to select expressions that you feel comfortable with.
101 Unit 10
Achievement
Narrate a brief fragment of a sports event.
Teaching Guidelines • Propose general information about the event. • Describe actions that happen in the event. Development 4. Look at the picture and work with your partner to propose general information about the sports event. You may draw students’ attention to the picture and invite volunteers to describe it. Organize the class into pairs and ask them to propose general information about this event. Explain to them that they should come up with logical information to answer each Wh- question. Monitor while pairs work to help if needed and check orally. Differentiated Instruction For this activity, you could use the Individualized Feedback Strategy to support struggling students to define the general information for their event. Suggest that they check the models provided in this unit to decide it. 5. With your partner, write a possible sequence of actions for the event shown in the picture from
Unit 10 • Activity Book p. 101
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