Lesson
Read the texts and have students follow in their books. At the end of each text ask students to hold up their hands if they would like to try the dish. Have students read the texts silently and underline any unfamiliar words. Then ask students to read them out and make a list on the board. Go through the list encouraging the class to guess the meanings of the words from context. If they can’t guess, explain the meanings. Have students copy the words into their notebooks and illustrate the meanings. Focus attention on the chart. Have students complete the information. Copy the chart onto the board and invite students to come up and complete it with their answers. Invite students to read out their answers. Wrap Up Ask students to choose a character they have seen in the unit and assume their identity. Ask students to role-play meeting each other and asking and answering about their personal information. Write the following model on the board.
Lesson
1 Work in pairs. Read and complete the chart.
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Kate likes maple sugar pie. It is a Canadian dessert. It has maple syrup.
Dora likes feijoada. It is a Brazilian dish. Feijoada has beans and meat. Dan likes hamburgers. A hamburger has lettuce, cheese and tomato. Americans love hamburgers.
Diego likes asado. Asado is grilled meat. It has beef or pork as well as vegetables. It is a typical Argentinian dish.
Country
Food Language Region
asado South America feijoada Portuguese South America hamburgers English North America maple sugar pie English and French North America Spanish
Argentina Brazil The U.S.A. Canada
• Write a short paragraph about a classmate and share it with the class. Time to Shine!
• Point out data or information about countries. • Use language as a means of appreciating other languages and cultures.
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A: What’s your name? B: My name’s (Dora). A: Where are you from? B: I’m from (Brazil). A: What language do you speak? B: I speak (Portuguese).
M09 Sunburst AB 2 MEX 44503.indd 92
4/24/18 6:30 PM
Expected Outcomes Point out data or information about countries. Use language as a means of appreciating other languages and cultures.
Call on two volunteers to pass to the front and role- play the dialogue to the class. Have them switch roles and repeat. Give students ample time to do the activity. Walk around the classroom and check pronunciation. Have other volunteers role-play the dialogue. Say phrases like Good job! or Excellent! to motivate students to continue participating. Have students present their friend to the class using the sentence pattern, (Juan) speaks (Portuguese). He’s from (Brazil) . Provide additional vocabulary support as needed. Give positive feedback. Time to Shine On the board, write the question: What’s your favorite food? Have a volunteer ask you the question. Write your answer below the question: I like (chicken tacos) . Chicken tacos have tortillas, chicken, lettuce, cream and cheese. Divide the class into pairs. Have students ask each other the question. Then, ask students to write a paragraph about what their like to eat. Monitor and help when necessary. Invite students to read their paragraphs to the class.
Materials Activity Book p. 92
Warm Up Divide the class into teams of three or four. Tell teams to write numbers 1–5 down the left hand side of a page in their notebooks. Explain you are going to describe countries and teams have to write the name of the country. Say: One. This country is in Central America. The people speak Spanish. The flag has red, white, and blue stripes. Continue to describe Canada, Mexico, Brazil, and Argentina in the same way. Have teams compare their answers before checking them on the board. 1 Work in pairs. Read and complete the chart. Have students open their books to page 92. Ask students to look at the pictures. Ask: Can you identify the food in the pictures?
Unit 9
T92
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