Lesson
to in the following activities, you could draw their attention to the pictures and invite volunteers to describe them. Then, ask the class to share what they know about this theme (robotics: the science of making and using robots) and if they think it is useful for little kids to learn about it. Encourage everybody to share their opinions giving reasons. Differentiated Instruction For this activity you can use the Gather Background Information Strategy before this session to find out which of your students are interested in robotics or have taken robotic courses before so that you may invite them to bring information related to this theme to share with their classmates. 2. Listen and answer the questions with your partner. 14 You may explain to students they will listen to an interview related to robotics, but first they must assess contextual clues to anticipate the reason of the interview. Before playing Track 14, draw their attention to the picture and ask: Who is the interviewer? (a student). Where are they? (probably in a school). Then, play Track 14 to confirm their answers to the second question by listening to the contextual sound clues (school noises). Finally, ask: What might be the reason of the interview? (possible answer: to ask the interviewee about a theme students would like to know about). Accept all answers as long as they are logical and supported by reasons. Learning to Know 114 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 3. Listen and read. With your partner, identify the beginning, the body, and the ending of the interview. Then, tell which the text pattern is. 15 107 Invite students to identify the glossary words in the interview and to read their definitions on page 107. Then, you could read instructions aloud and play Track 15 for students to read while they listen to the interview. Give pairs some time to analyze the structure of the interview; suggest that they underline each part (beginning, body, and ending) with different colors. Finally, have them check the information from the Appendix to determine the pattern of textual organization.
What Can You Tell About an Interview?
Social Practice of the Language To analyze and discuss an interview Achievements •Explore interviews. • Understand general information and some interview details. •Discuss opinions about interviews. Product: Discussion Family and Community Environment
1 Look at the pictures and share what you know about this theme.
2 Listen and answer the questions with your partner.
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• Who is the interviewer?
• Where are they?
• What might be the reason for the interview?
3 Listen and read.With your partner, identify the beginning, the body, and the ending of the interview.Then, tell which the text pattern is.
114
Which text patterns do you know? For information about this theme, go to page 114.
107
114
15
—Good morning, classmates! Today, Jim Robins is visiting our school. Please Jim, tell us about yourself. —Hi, everybody! I’m studying robotic engineering and I will start to teach robotic classes here in your school. —That sounds great! So, can you start by telling us what a robot is? —It’s an automatic device that performs functions that living beings normally do. —When was the rst robot created? —The rst robot, Unimate, was created in the 1950s by George Devol. —I can’t believe the rst robot was created the year my grandpa was born! What was it used for? —It was used in the car industry to perform tasks that were dangerous for people. —What are robots used for today? —They are used for all sorts of automation projects; I could go on and on about it, but if you want to know more, you’re all invited to my robotic classes. —I’m sure you’ll have lots of students in your course. Thanks for being here. —Thanks for your invitation; it has been a pleasure.
36 Lesson 1
Achievement
Explore interviews.
Teaching Guidelines
• Use previous knowledge to determine the theme of an interview. • Assess contextual clues to anticipate the reason of the interview. • Analyze the structure of the interview and the pattern of textual organization. Development Which elements do you consider when making predictions? Write the question on the board. Elicit answers encouraging students to think of situations in their daily lives in which they should predict something, e.g., What will there be for dinner? (elements to consider: smells, pots they can see in the kitchen, sounds, etc.). 1. Look at the pictures and share what you know about this theme. To have students use previous knowledge to determine the theme of the interview they will listen
Unit 4 • Activity Book p. 36
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