5. Circle who speaks first in each case. Students will continue working in pairs to analyze each case presented so they can determine turns to speak in a sequence. You may monitor walking around and suggest that they connect with personal experiences so they can visualize each situation. Check orally. 6. Discuss. You may organize the class into teams and read the question aloud. Encourage teams to think about products they can make themselves or they can afford easily to think about their suggestion. Monitor to encourage them to speak in English all the time and after a few minutes, invite teams to share the products they suggested and explain their reasons. Differentiated Instruction For this activity you can use the Gather Personal Information Strategy to find out if somebody has ever done a hand-made gift so you can ask those students to share their experiences before working on this activity. Ask students what the product was (hand- made cards). Then, ask them what their publicity was going to be (they made posters, and Katherine suggested telling people directly). Product: Dialogue to Exchange Suggestions As you may recall, in this unit students will exchange suggestions to buy or sell products in a short dialogue. In this lesson, students will choose a product they would like to give suggestions about, and they will describe it. Organize the class into pairs, read the instructions aloud, and advise them to choose products they are familiar with so they can provide the necessary information about them (material, cost, way of functioning, place where it is affordable, etc.). This activity will be your second 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. How can you identify the effect you are causing in someone you are talking to? Invite students to answer by recalling what they did in Activity 4 (paying attention to intonation). Elicit that also body language such as facial expressions, gestures, and posture can give us clues.
4 Listen to the dialogue from Activity 2 again.Write numbers to show how Gabriel felt when the conversation started (1), during (2), and at the end (3).
5
5 Circle who speaks first in each case.
a
person who gives a solution
a person who exposes a problem
a person who has an idea for a project
a person who o ers to help in the project
b
Reader How did Lisa and Katherine advertise their product? (pp. 8-9)
6 Discuss.
• What would you suggest Gabriel to give his mother?
Step 2
Dialogue to Exchange Suggestions
• Choose a product you would like to give suggestions about. • Explain why you think it is a good product. Self-evaluation (Circle.) It was easy / difficult for me to identify the effect that Emilia causes in Gabriel during the conversation. It was easy / difficult for me to determine the turns to speak. Tip: If it was difficult to identify the effect caused in the interlocutor, remember to pay attention to the intonation as it can give you information about the way he or she feels.
Unit 1
9
Achievements • Listen and explore suggestions in dialogues. • Understand expressions used by speakers. Teaching Guidelines • Identify the effect caused in the interlocutor. • Determine turns to speak in a sequence.
Development 4. Listen to the dialogue from Activity 2 again. Write numbers to show how Gabriel felt when the conversation started (1), during (2), and at the end (3). 5 You may organize the class into pairs and ask students: Why is it important to vary intonation when we speak? (to convey different emotions). Explain that they will listen again to the dialogue they heard in the previous session and this time their objective will be to identify the effect that Emilia caused in Gabriel during the conversation. In order to do so, they have to focus on Gabriel’s intonation during the dialogue. Play Track 5 for them to identify and number the emoticons. Check orally.
Unit 1 • Activity Book p. 9
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