Lesson
106. Then, you may ask them to identify the words and phrases used to make suggestions (Have you thought about…, You should…, You could…, How about…). Next, to have them reflect about the way in which exchanges start and end, ask: How do you usually start a conversation? (with a greeting, e.g.: Good morning, Hi! , etc.). How do you usually end a conversation? (with a farewell, e.g.: Bye!, See you! , etc.). Finally, read instructions aloud, play Track 4 for them to perform the task, and check orally. 3. Reread the dialogue and fill in the graphic organizer. Draw students’ attention to the graphic organizer and read the titles. Explain to them that to fill it in, they should reflect about the way in which the exchange between Gabriel and Emilia developed. Have pairs work on the task while you monitor to offer help if required. You may check by drawing the graphic organizer on the board and asking volunteers to write the answers. Differentiated Instruction For this activity you can use the Individualized Feedback Strategy to help struggling students to fill in the graphic organizer by guiding them to look for the information in the dialogue.
Lesson
1 Observe the material shown below.Draw what you would create with it. + =
2 Listen and read. Circle the expressions used to start the dialogue and underline the ones used to end it. 4 106 —Hi, Gabriel, are you OK? —Hello, Emilia, not really. It’s going to be my mom’s birthday and I have very little money to buy her a gi . —Have you thought about making her a gi ? —I’m not good at cra s. —You don’t have to be good! I’ve just seen a video on how to make wonderful design mugs . It’s very simple and cheap. I can help you if you wish. —What do I need? —You should buy a stainless steel mug; you might nd it in any kitchen supply store. —And what about the design? —Easy! You could buy some permanent markers at the stationery store and create a wonderful design. You may even include a message for your mom. —It sounds like a great idea! —Yes… I think I will start selling them. —How about you doing them and me selling? —We can have our own little enterprise ! I like that! I should go now, but I’ll see you tomorrow to help you make your mom’s gi and discuss our project. —Thanks a lot! Bye!
3 Reread the dialogue and fill in the graphic organizer.
Problem
Solution
Project
8
Achievement
Listen and explore suggestions in dialogues.
Teaching Guideline
Reflect about the way in which exchanges start, develop, and end.
Development
How can you identify the effect you are causing in someone you are talking to? Ask students the question and encourage them to answer by recalling personal experiences. 1. Observe the material shown below. Draw what you would create with it. You may organize the class into pairs and, to have them engage with the theme of the dialogue they will listen to in the following activities, have them perform the task. Monitor while they work and invite them to show their drawings. 2. Listen and read. Circle the expressions used to start the dialogue and underline the ones used to end it. 4 106 Have students identify glossary words in the dialogue and invite them to read their definitions on page
Unit 1 • Activity Book p. 8
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