Lesson
2. Work with your partner to decide what the best way to start and end your discussion is. Write notes. You may read instructions aloud and explain that they should always start and end a discussion with expressions of courtesy. Draw their attention to the graphic organizer and ask volunteers to read which type of information they should include when they start and when they end a discussion. Tell them that during their presentation, it is important to briefly paraphrase the fragment of the interview they chose so that their audience may know what they will discuss. Give teams some time to work on the task while you monitor to check. Differentiated Instruction For this activity you can use the Mini Lesson Strategy to teach students how to plan a presentation for their discussion and how to end it. You may use the possible answers provided in this guide as a model. 3. With your team, define roles and turns to speak. You may explain to students that in every academic discussion there should be a moderator who is in charge of presenting the participants, informing about the theme of the discussion, reading the rules aloud before the discussion starts, and making sure participants follow them during the discussion. The moderator is also the one who times the participations and gives turns to speak. At the end of the discussion, he/she summarizes what was said and thanks the participants. Explain that team leaders will assume the role of moderators and the participants will be the rest of the team. Give teams some time to define roles and turns to speak while you monitor walking around. 4. Discuss with your team. 107 You may draw students’ attention to the glossary words in this activity, go to page 107, and read the definitions aloud. Ask some volunteers to go to the front to show how they would use an assertive tone of voice and persuasive body language. Encourage the class to give respectful feedback telling their classmates how they may improve. Once you’re sure they understood the concepts, give teams some time to practice their discussions while you monitor to give them feedback. ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them.
Lesson
1 With your team, define rules for your discussion. Time to speak
Desired attitudes Allowed behavior Behavior not allowed
2 Work with your partner to decide what the best way to start and end your discussion is. Write notes.
Start (Briefly present topic and participants) End (Summarize what was said and thank participants)
3 With your team, define roles and turns to speak.
Moderator
Pair 1
Pair 2
ICT Box If possible, use a video and audio conferencing platform to organize a virtual discussion.
4 Discuss with your team.
107
Make sure to: • share the opinions you wrote on page 40. • back up your opinions with evidence from page 41. • use polite phrases to refute others’ opinions. • follow the rules you wrote on this page. • use assertive tone of voice. • use persuasive body language. 42
Achievement
Discuss opinions about interviews.
Teaching Guidelines
• Define rules of participation. • Start and end a discussion with expressions of courtesy. Development What does a moderator do in a discussion? Ask students the question and invite them to share what they know. If they don’t have any answers, tell them they will find out in this lesson. 1. With your team, define rules for your discussion. You may explain to students that when discussing it is very important to follow certain rules so that the discussion may be held respectfully and in order. Tell students to get together with their team and draw their attention to the chart; ask volunteers to read the aspects in the left column to make sure everybody understands what each of them refers to. Give teams some time to define the rules of participation while you monitor to provide feedback.
62 Unit 4 • Activity Book p. 42
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