this time they should focus their attention on the intonation that Leo and Alicia use while they speak and the pauses they make. Play Track 3 for them to identify the way interlocutors speak and compare use of pauses and intonation between them. Differentiated Instruction For this activity you can use the Speedometer Strategy to encourage shy students to show how well they could accomplish this goal. Tell them to use their arms to show a “speed” between 0 and 100. Learning to Know 111 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 6. Reread the dialogue and circle the expressions used to make suggestions. What are they? Read instructions aloud and have students perform the task individually. Suggest that they review the information on page 111 to identify the phrases and modals easily. Finally, you may elicit examples of their own using each of them. Ask students what Katherine’s suggestion was (to sell something). Then, ask how Lisa could think of a good product to sell (something she could In this unit, students will exchange suggestions to buy or sell products in a short dialogue. Organize the class into pairs, read instructions aloud, and have them draft their lists on a sheet of paper; encourage students to use a dictionary. Monitor while they work to check all the lists. This activity will be your first evidence in this unit; ask students to file the list following the procedure you prefer; portfolios can be a physical file or online in digital form. 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. What phrases or expressions would you use to make suggestions? Invite students to answer the question by making a list of the modals and phrases they learned during this lesson. If possible, ask them to use the words and phrases in sentences do very well and that people need). Product: Dialogue to Exchange Suggestions
5 Listen again and draw vertical lines where you hear pauses.Then, pay attention to the interlocutors’ intonation and, in pairs, discuss how each of them speaks. Follow the example. 3 106 111
Which information can I get by paying attention to the speakers’ intonation? For information about this theme, go to page 111. 111
I think Alicia is euphoric when she mentions the chocolate ice cream.
—I’m very hungry. Let’s buy a snack. —Yes, Leo! It’s time for a delicious chocolate ice cream! —Are you sure, Alicia? I don’t think it’s very healthy for you to eat ice cream every day. —Why not? —I think it’s OK to eat junk food once in a while but not every single day like you do. Why don’t you try these cereal bars with dried fruits? —I don’t like dried fruits… —Well, then, you could try the ones with nuts; they are great! —You’re right, I should change my eating habits… I’ll buy one of those. —If you like it, you can buy a box in the supermarket, it’s much cheaper that way. —Thanks for caring for my health!
Reader What does Katherine suggest doing in order to get money? (pp. 5-7)
Which expressions are used to make suggestions? For information about this theme, go to page 111. 111
6 Reread the dialogue and circle the expressions used to make suggestions.What are they? 111
• Check this and the previous page and create a list of words related to suggestions. If necessary, review the information provided on page 111. • Use a dictionary to add some more words and expressions to the list. Dialogue to Exchange Suggestions
Step 1
Self-evaluation (Check the box or boxes.) How did I explore suggestions in a dialogue? I identified the speakers. I recognized the products. I paid attention to the speakers’ intonation.
Tip: It can be easier to explore suggestions if you identify phrases that introduce them such as: You should …, You could …, How about…? , or Why don’t you…? among others.
Unit 1
7
Achievement
Listen and explore suggestions in dialogues.
Teaching Guidelines
• Identify the way interlocutors speak. • Compare use of pauses and intonation between speakers.
Development
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. Listen again and draw vertical lines where you hear pauses. Then, pay attention to the interlocutors’ intonation and, in pairs, discuss how each of them speaks. Follow the example. 3 106 You may organize the class into pairs. Ask students to identify glossary words and invite them to go to page 106 to read their definitions. Once you are sure they understand all the words in the box, explain that they will listen to the same dialogue again, but that
Unit 1 • Activity Book p. 7
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