Lesson
2. Listen to identify the suggestions. Circle them.
106
Lesson
• Mention some eco-friendly products we all can use. Time to Shine!
6
Have students identify the glossary word in the text from the conversation; invite them to read its definition on page 106. You may explain to students that they will listen to a conversation between two kids and their teacher, and they have to identify two suggestions given. Play Track 6 for them to complete the task. Check orally. Learning to Do 111 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 3. With a partner, identify the expressions used in the dialogue and exchange impressions about them to fill in the chart. You may organize the class into pairs and have students discriminate expressions to ask for or indicate characteristics of products. Monitor while they fill in the chart and, to check, draw it on the board and invite volunteers to write the answers. Differentiated Instruction Before working on this activity, you may use the Mini Lesson Strategy to review the Wh- question words and how to structure open and closed questions with students. 4. In small teams, analyze the content of Aida’s expressions in the dialogue and compare it with the content of the expressions used by her classmates. Explain what the main difference is. You may organize the class into small groups, read instructions aloud and suggest students to reread the dialogue to analyze the content of the expressions used. After a few minutes, invite one person from each group to share their conclusions.
1 Look at the picture and discuss with your team.
• What problem is the picture showing? • What are the consequences of this problem? • Which products would you suggest to solve it?
2 Listen to identify the suggestions. Circle them. 6 106 —Hi, teacher! I’m ready to go on the school trip. —Good morning, Aida! Did you bring your lunch inside a bag as I asked? —Of course! Here it is. —Wow! That bag is nice. —Is it eco-friendly ? —Yes! We shouldn’t use plastic bags anymore. This is a water-resistant paper bag, and wait to see what I have inside. —Show us! —These straws . —What is special about them? —They are biodegradable because they’re made out of bamboo. —Where can I buy them? —You might order them online, I strongly recommend you replacing plastic straws with them. —I’m thinking that we should produce some eco-friendly products and sell them ourselves. What do you think? —Count on us!
How can you ask for characteristics of products? For information about this theme, go to page 111. 111
3 With a partner, identify the expressions used in the dialogue and exchange impressions about them to fill in the chart. 111
Expressions to Ask for Characteristics of Products
Expressions to Indicate Characteristics of Products
4 In small teams, analyze the content of Aida’s expressions in the dialogue and compare it with the content of the expressions used by her classmates. Explain what the main difference is.
10
Achievement
Understand expressions used by speakers.
Teaching Guidelines
• Discriminate expressions to ask for or indicate characteristics of products. • Compare content of expressions.
Development
What do you do when you find an unknown word in a text? Ask students the question and encourage them to answer taking into account their previous experience. 1. Look at the picture and discuss with your team. You may organize the class into teams and, to introduce them to the theme of the conversation they will listen to in the following activity, draw their attention to the picture. Read the three questions aloud and give them some time to discuss the answers while you monitor to encourage them to speak in English among themselves. After a few minutes, ask one student from each team to share their answers with the class. Finally, read the task in the Time to Shine! box and encourage all students to participate.
Unit 1 • Activity Book p. 10
24
Made with FlippingBook - Online magazine maker