Learning to Learn 120 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 5. Narrate your sports event. Use body language and prosodic resources to transmit emotions, especially concerning speed and volume. You could give pairs some time to rehearse their narration using body language and prosodic resources to transmit emotions. Monitor to provide them with feedback especially on how to regulate speed and volume while narrating. If necessary, you may play some of the narrations they heard during the unit so they can imitate the way the narrators speak. 6. Present your narration to another pair; use the checklist to give and receive feedback. You may organize the class into teams by joining two pairs together. Draw their attention to the checklist and ask volunteers to read each of the statements to ensure understanding. Then, give teams some time to present their narrations to each other and practice peer assessment.
4 With your partner, write a short script for your narration using the information you have prepared.
5 Narrate your sports event. Use body language and prosodic resources to transmit emotions, especially concerning speed and volume. 120 6 Present your narration to another pair; use the checklist to give and receive feedback.
120
Which resources can I use to express emotions? For information about this theme, go to page 120.
Yes No
Comments
They started with a greeting and ended with a farewell. They gave general information about the event (place, time, competitors, etc.). They used intensi ers to describe actions. They used expressions to show emotions. They used body language and prosodic resources to transmit emotions.
Reader Do you think both girls wanted to win? (pp. 122-123)
Step 4
Narration
• Write expressions you may use to provoke emotions and to allow others to interact. Use intensi ers to describe some of the actions you included. Self-evaluation (Circle.) To narrate a big fragment of a sports event, I…
…proposed general information about the event? yes no …described actions that happened in the event? yes no …used greetings and farewells? yes no …included intensifiers to describe actions? yes no
Tip: When narrating a sports event it is vey important to convey emotions. Explore all the resources you have to do it such as words, changes in tone, volume, and rhythm.
103 Unit 10
Have students work in pairs to look for the clues in the text that indicate that both girls
Achievement
wanted to win. Accept any reasonable clue.
Narrate a brief fragment of a sports event.
Product: Narration In this lesson, students will write expressions they may use to provoke emotions and to allow others to interact, and they will choose intensifiers to describe some of the actions they will narrate. Organize the class into pairs and give them some time to perform the tasks 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. 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 resources can I use to transmit emotions? Encourage students to describe the resources they learned in this lesson (body language, prosodic resources, intensifiers, strong adjectives).
Teaching Guidelines
• Use body language and prosodic resources to transmit emotions. • Regulate speed and volume. Development 4. With your partner, write a short script for your narration using the information you have prepared. You may tell students to get together with the same classmate they worked with in the previous session and read the instruction aloud. Explain that this activity will help them put all their ideas together in a script that will serve them as a guide for their narration. Suggest that they choose one of the models they have in this unit to write theirs (preferably the one on page 100, Activity 1). Monitor while pairs work to check. Differentiated Instruction For this activity, you could use the Individualized Feedback Strategy with struggling pairs who may need more help to write their scripts monitoring them closely.
Unit 10 • Activity Book p. 103
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