6. Listen and identify the differences when a word is said on its own and when it is said as part of a sentence. Discuss them with a partner and write your conclusions. 7 Play Track 7 for students to notice phonological differences. You may invite them to share their impressions and if necessary, play the track again for them to reinforce. Finally, give them some time to write their conclusions.
5 Scan the words in bold in Activity 2. Split each word into two parts, write them below, and look up their meaning.
Word
Part 1
Part 2
Meaning
Ask students to recall Katherine’s suggestion (offering the highest quality). Then, ask them
how Lisa did it (she made new designs with more materials; the new ones were spectacular) and the results (Wayne recognized her cards were much better and stopped selling his). 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 write five questions to ask for information about a product they would like to sell or buy. Organize the class into pairs, read the instruction aloud, and tell them to first decide if they would like to sell or buy a product. Once they have decided, have them follow the models included in this lesson to write their questions; they may also review the information provided on page 111 in their books. Monitor while they work to check progress. This activity will be your third 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 do you do when you find an unknown word in a text? Ask the question again and, this time, invite students to mention the strategies they used in this lesson (segment words and analyze the context in which they are used).
6 Listen and identify the differences when a word is said on its own and when it is said as part of a sentence. Discuss them with a partner and write your conclusions. 7
Reader How did Lisa solve
the problem with her competitor? (pp. 10-12)
Step 3 • Use the questions asked in the dialogue from the previous page as a model to write ve questions about a product of your choice. Self-evaluation (Underline.) The strategy that helped me understand expressions used by the speakers was: • Comparing the content of expressions. • Segmenting words into parts to improve comprehension. Tip: If it is difficult for you to understand a speaker during a conversation, you can ask them to repeat what they said. Dialogue to Exchange Suggestions
11 Unit 1
Achievement
Understand expressions used by speakers.
Teaching Guidelines • Segment words to improve comprehension. • Differentiate sound patterns in context and in isolated words. Development 5. Scan the words in bold in Activity 2. Split each word into two parts, write them below, and look up their meaning. You may organize the class into pairs, read instructions aloud, and remind students that when they scan a text, they just look for specific information. Ask them to identify the three words in bold and write them in the left column. Have them segment those words into two parts and write each in the space provided; below each part, they will write the meaning they will look up in a dictionary. Encourage them to write the definition of the word in the last column using their own words. Differentiated Instruction For this activity you can use the Open-ended Statement Strategy to elicit answers for the right column of the chart in case you observe it is difficult for your students to write the definitions on their own.
Unit 1 • Activity Book p. 11
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