Differentiated Instruction If you notice while you monitor that struggling students are having trouble filling in the chart, you may use the Open- ended Statement Strategy to help them identify the information. 5. Intonation, volume and rhythm are details of the interview that we must analyze. Listen and check the squares. Compare your answers with a partner. 17 Read instructions aloud and explain that they will contrast changes in rhythm, volume, and intonation. Elicit what each of them is (rhythm: speed with which they speak; volume: level of sound; intonation: voice quality changes that help convey emotions). Play Track 17 and have them perform the task. 6. Now, let’s analyze another detail: words that sound almost the same! In pairs, listen and repeat the following words from the interview emphasizing the different pronunciations. 18 You could draw students’ attention to each pair of words and have them identify those words in the interview from Activity 2. Invite students to choral read them trying to stress differences in their pronunciation. Then, play Track 18 and have them repeat the words after they listen so they may evaluate differences in words with minimal sound changes. Elicit the words interviewer and interviewee . Take some time to explain the endings -er and -ee regarding professions. Have them reflect upon both roles and ask them to discuss in pairs if they think they would prefer to interview or be interviewed. Product: Discussion In this lesson, students will identify and paraphrase key ideas from an interview. Organize the class into teams and read the instructions aloud. Monitor to check they are using the four “Rs” to paraphrase. 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. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What is paraphrasing? Ask the question again and encourage students to answer by recalling what they learned and practiced in this lesson.
4 Work with a partner to compare the key ideas you underlined on page 38.Write the ones you consider the most important in the first column.Then, find extra information related to each of them and write it in the second column.
General Information
Details
Some private companies are already making trials.
Space travel will be possible soon.
5 Intonation, volume and rhythm are details of the interview that we must analyze. Listen and check the squares. Compare your answers with a partner. 17
Rhythm Volume Intonation fast slow high low
Well, that is a problem right now; very few people could a ord to buy their tickets because the cost is very high. But there is hope that the price will come down as the technology becomes more advanced. Who knows? Maybe in a few years, instead of taking your kids to the zoo, you will take them to the Moon!
Reader What do you call the two people in an interview? (pp. 44-45)
6 Now,let’s analyze another detail: words that sound almost the same! In pairs,listen and repeat the following words from the interview emphasizing the different pronunciations. 18
a Sue zoo
b bit
c e ects
d day they
beat
a ects
Step 2 • Share the interviews you brought for homework and choose one to work with. • Identify key ideas and write a summary using your own words. Self-evaluation (Underline.) The details that I consider the most important to analyze in an interview are: • The type of expressions used in it. • The words that sound very similar. • The changes in rhythm, volume and intonation. Tip: To identify key ideas in an interview, look for words and concepts that repeat through it. Discussion
39 Unit 4
Achievement
Understand general information and some interview details.
Teaching Guideline
• Contrast general information with details that broaden or exemplify it. • Contrast changes in rhythm, volume, and intonation. • Evaluate differences in words with minimal sound changes. Development 4. Work with a partner to compare the key ideas you underlined on page 38. Write the ones you consider the most important in the first column. Then, find extra information related to each of them and write it in the second column. You may draw students’ attention to the chart and ask volunteers to read the examples aloud. Organize the class into pairs and give them some time to work on the task so they may contrast general information with details that broaden or exemplify it. Monitor while they work to provide help if required. Check by drawing the chart on the board and inviting students to write the answers.
Unit 4 • Activity Book p. 39
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