to differentiate the task. Have students choose to participate in the discussion individually if they feel confident enough to do so or together with the person they have been working with throughout the unit. 6. As a team, analyze the aspects checked with a “No” in the previous activity. Exchange ideas on how you can improve next time. Once both teams give and receive feedback, you could give them some time to analyze it and reflect on how they can improve; have them write their conclusions. Explain to teams that although they will not present this discussion again, they should take these reflections into account for the presentation of their product.
5 Present your discussion to another team. Use the checklist for peer assessment.
Yes No
Did they respect turns? Did everybody listen attentively to others’ points of view? Did the moderator give turns to speak? Did they use an appropriate rhythm, volume and intonation? Did they use persuasive body language?
6 As a team, analyze the aspects checked with a “No” in the previous activity. Exchange ideas on how you can improve next time.
Reader What should you do after the interview is over? (pp. 49-51)
Step 4
Discussion
Remind students that doing the interview is only half of the job. Ask them what must be
• Write rules for your discussion and assign roles and turns to speak. Self-evaluation (Circle.) • It was easy / di cult for me to express my opinions. • It was easy / di cult for me to respect turns. • It was easy / di cult for me to listen attentively to others. • It was easy / di cul t for me to use an appropriate tone of voice. • It was easy / di cult for me to use persuasive body language. Tip: Be confident when speaking, don’t worry about making mistakes and use the language you know to express yourself.
done after the interview is over (they have to write down the content). Have them discuss the differences between recording and not recording the interview, regarding its transcription. Product: Discussion As you may recall, students will participate in a discussion in which they will give opinions about a selected part of an interview. In this lesson, students will write the rules for their discussion and assign roles and turns to speak. Organize the class into pairs and read the instruction aloud. Suggest that they take the chart and organizer provided in Activities 1 and 3 (page 42) as models to perform the task. This activity will be your fourth 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 does a moderator do in a discussion? Ask the question again and encourage students to write a list that includes all the tasks the moderator performs during a discussion.
43 Unit 4
Achievement
Discuss opinions about interviews.
Teaching Guidelines
• Express opinions respecting turns. • Listen attentively to others’ points of view.
• Assess appropriate moments to give a turn to speak. • Use an assertive tone of voice and persuasive body language.
Development 5. Present your discussion to another team. Use the checklist for peer assessment. You may join two teams together so they can present their discussion to each other and give peer assessment. Monitor while teams work to make sure they are using the checklist to evaluate if the other team is expressing opinions respecting turns, participants who are not speaking are listening attentively to others’ points of view, the moderator is assessing appropriate moments to give a turn to speak, and all of them are using an assertive tone of voice and persuasive body language. Differentiated Instruction For this activity you can use the Group Based on Goals Strategy
Unit 4 • Activity Book p. 43
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