with. Then, give pairs some time to analyze the interview to identify expressions used to start and end while you monitor walking around. Check orally. Differentiated Instruction For this activity you can use the Choral Response Strategy to ask for the answers without singling students out. 6. Within your team, share experiences you have had with robots. You may organize the class into small teams, read instructions aloud, and give them some time to share experiences. Read the task in the Time to Shine! box and praise the students who answer.
4 Reread the interview on page 36 and circle the words that you consider most significant to understand it.Then, compare your answers with a partner and discuss to determine the audience and purpose of the interview.
This interview will be listened to by
Its purpose is to
.
.
5 Explore the text with your partner to find the expressions that are used to start and end the interview.
6 Within your team, share experiences you have had with robots.
• Mention some of the functions robots have nowadays. Time to Shine!
Reader Where can interviews be published or shown? (pp. 41-43)
Ask students if they have ever read or watched an interview, and have them talk about it. Then,
Step 1 • Check this and the previous page and create a list of words and expressions used in interviews. • For homework, select an interview about a theme of interest. Self-evaluation (Check the box or boxes.) The strategies that I used to explore the interview were: Analyze its patterns of organization. Determine audience and purpose. Identify expressions used to start and end. Tip: Always explore visual elements and connect them with your knowledge about the theme. Discussion
discuss the different kind of media that can have interviews.
Product: Discussion In this unit, students will participate in a discussion in which they will give opinions about a selected part of an interview. In this lesson, students will create a repertoire of words and expressions that are related to interviews. Organize the class into teams of five to seven students, read the first instruction aloud, and give them some time to check the activities in this lesson to select their words and expressions. This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Then, read the second instruction aloud and explain that the interview they have to select may be written or it can be a video, and that they should bring it for the next product session. 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. Which elements do you consider when making predictions? Invite students to answer the question explaining the skills they used to make predictions during this lesson (use previous knowledge, analyze the pictures, listen to ambient sounds).
37 Unit 4
Achievement
Explore interviews.
Teaching Guidelines
• Identify key words and expressions to determine audience and purpose. • Identify expressions used to start and end an interview. Development 4. Reread the interview on page 36 and circle the words that you consider most significant to understand it. Then, compare your answers with a partner and discuss to determine the audience and purpose of the interview. Have them perform the task. Once all pairs have finished, you may explain that significant words in a text are called key words and that by identifying them they can get a general idea of the text to determine its audience and purpose. 5 Explore the text with your partner to find the expressions that are used to start and end the interview. Before having students work on this task, you may elicit some greetings and farewells they are familiar
Unit 4 • Activity Book p. 37
57
Made with FlippingBook - Online magazine maker