Sw8 lesson plans_term3

Swoosh · 8.˚ ano Lessonplans
Escola:
Unit
5 Lesson number Class Time 45 minutes Date / /
Summary
· Diagnostictest.
· Vocabulary practice: speaking about travelling and placesto visit.
· Listening comprehension of some dialogues.
Assumptions: some students will recognise some of the places theyare going to see.
Learning Goals
Vocabulary: travelling, places to visit
Grammar: no specific item
Communication (Language functions): talking about placesto visit like monuments and museums,
asking for and giving information
Skills: listening, speaking, reading, writing
Anticipated Problems
Some students might find it difficult to understand someof the vocabulary because not only is it new
but also about the specific topic of tourism.
Procedures Time MC Resources
Greetings and summary. 5
15.13
12.2
12.3
6.2
1.1
1.2
1.3
2.1
Projector and computer
Student’s book p.131
Board
PowerPoint“Country life
versus City Life” Extra:
Teacher’s File p. 316
Student’s book pp.132,
133
e-Manual (interactive
exercises)
135
exercises)
Audio tracks no.14, 15,
16, 17 (CD 2)
Fun Games pp.27,28
Diagnostic test on Unit5 to check whatSs alreadyknow. Correcting the
test and giving the Tfeedback aboutthe results.
T asks somequestions to check if they know whatthey have done.T can
also introduce the unit bydoing the Cross Curricular Activity.
5
Pre-listening
Do some vocabularyexercises:
· Link words with pictures.
· Link words with their meanings.
· Match questions with pictures.
· Complete a text.
15
While-listening
Do some listening comprehension exercises:
· Listen to some dialogues and order them.
· Identify the register ofeach dialogue.
· Identify where the dialogues take place.
Order one of the dialogues.
15
Post-listening
Fun Games pp.27,28.
5
Further practice: Student’s File pp.19,57;Teacher’s File pp.288, 289
Evaluation
· direct observation of students’ performance in classroom activities
LESSON PLAN 55

· controlled exercises and oral participation

Escola:
Unit
Summary
· Speaking skills practice: Spoken interaction – asking for information (prices, schedules).
Assumptions: students are already familiar with the dialogue which they looked at in the previous lesson.
Learning Goals
Grammar: modal verbs, forming questions
Communication (Language functions): buying tickets for public transportation services, asking
for information about prices and schedules
Skills: listening, speaking, reading (writing)
Some students might find it difficult to speak despite having a guided model to follow. To give these students
more confidence,the Tshould advise them to write their own dialogue first, practise it and then role-play it to
the class.
6.2
6.3
6.4
6.5
7.1
7.2
8
Board
Audio track no.18 (CD 2) Speakers
e-Manual (interactive exercises)
Teacher’s File p.264 (Evaluation
table)
Student’s File p. 19
NEE: Teacher’s File p.360
Pre-spoken interaction
Complete some dialogue.Correction follows.
10
While-spoken interaction
In pairs,students create a dialogue using the guidelines and the
tables given in the book.
T asks somestudents role-playtheir dialogue to the class. T
evaluates some students’ speaking skills.
20
Post-spoken interaction
Do some vocabulary/dictionaryactivities in their Student’s File.
10
Further practice: Student’s File pp.63,70 (speaking)
Evaluation
· controlled exercises
· oral participation
LESSON PLAN 56

Escola:
Unit
Summary
· Grammar work: Present Perfect (practice: exercises).
Assumptions: students already know the form and function of the PastSimple and someof the vocabulary that
was introduced in the previous lesson.
Learning Goals
Grammar: Present Perfect
Communication (Language functions): talking about travelling and places to visit
Skills: reading, writing, listening, (speaking)
Some students might find it hard to understand when to use this tense. Alot of practise is needed.
15.8
15.9
Projector Computer
Board
PowerPoint“Present
Perfect” Student’s book
pp.138, 139
exercises)
Audio track no.19 (CD 2)
NEE: Teacher’s File p.
361
Lead-in
T writes some sentences on the board:
· Have you ever been to Paris?
· I have never been in China.
· Peter has been in London 3 times.
T asks Ss to identify the verb tense…. and try to translate the sentences.
Ss maycome to the conclusion that it refers to the past.T asks:
How is this verb tense formed? Can you tell me? So… when do we use it?
5
Rules
PowerPoint Presentation with rules and exercises.
Ss open their book on page 138 and check the rules. Tprovides further
explanations.
15
Practice
Some exercises to practise:
· complete sentences (verb).
· fill in the gaps of a song, then listen to check (verb).
· complete the gaps (verb).
· circle the best option (adverbs).
· complete sentence about themselves.
20
Further practice: Student’s File pp.48,49,52;Fun Games pp.29,30,31;Teacher’s File pp.308, 309
Evaluation
LESSON PLAN 57

Escola:
Unit
Summary
· Reading comprehension of an article taken from a teen magazine.
· Watchinga video “Teen Ink”.
· Writing skills: writing about a monument or museum.
Assumptions: students are familiar with most of the vocabulary as they have studied it previously.
Learning Goals
Grammar: Present Perfect, PastSimple
Skills: speaking, listening, reading, writing
This lesson is rather challenging because it involves reading a text, watching a video and then writing.
It maybe necessaryto use the e-Manual so that correcting the exercises is quicker.
12.2
12.3
3.3
4.1
4.3
9.4
1.1
1.2
1.3
11.2
Projector Computer Board
PowerPoint“TeenInk” Audio track
no.20 (CD 2) Student’s book p.
140
Video “Earth Hour 2013”
Pre-reading
Project the PowerPoint“TeenInk” and explore it. Before opening
the book Tsays:
· Have you ever been abroad? Would you like to visitother
countries?
· We’re going to listen to a textso that you can tell me what is it
about (main idea).
10
While-reading
Ss read the text (page 140) and do exercises D,E, F and G:
· Skim to find the main ideas of the text(paragraphs).
· Scan for specific information:meaning of words.
· Use the dictionary: look up a word in the text.
· Scan for specific information:identify the meaning ofan
expression in context.
15
Post-reading
CRITICAL THINKING: giving a personal opinion.
Listen to a video and identify the main idea ofthe video.
Order information and then watch the video to check the answers.
Circle the bestoption according to the video.
Read some texts aboutmonuments and try to identify them.
Write a short description ofa monument or museum.
15
Evaluation
LESSON PLAN 58

Escola:
Unit
Summary
· Listening comprehension of the song“GoodLife” byOne Republic.
· Discovering:phrasal verb take.
Assumptions: students are familiar with some of the vocabulary and enjoy listening to songs.
Learning Goals
Vocabulary: travelling
Grammar: phrasal verb take
Some students might find it difficult to memorise all the meanings of the phrasal verb take.
More practice may be necessary.
1.1
1.3
15
4.3
15.12
PowerPoint “OneRepublic”
Speakers
Student’s book p.144 e-Manual
(interactive exercises)
Student’s book p.145 e-Manual
(interactive exercises)
Student’s File p.20
Pre-listening
PowerPoint“OneRepublic”. 10
While-listening
Listen to the song and underline the mistakes and then correct
them.
Listen to confirm answers.
5
Post-listening
Complete the Venn Diagram.
DISCOVERING
Underline the phrasal verbs in the sentences taken from the song.
Match the phrasal verbs with their meanings.
Complete sentences.
Exercises on Student’s File p.20.
5
10
10
Further practice: Teacher’s File p.311
Evaluation
LESSON PLAN 59

Escola:
Unit
Summary
· Grammar work: the Present Perfect and the Past Simple (practice: exercises).
Assumptions: students have already learnt the form and function of eachof these tenses.
Learning Goals
Vocabulary: travelling
Grammar: the Present Perfect and the Past Simple
Communication (Language functions): talking about past events related to travelling
Some students might find it difficult to understand the difference between the Present Perfect
and the Past Simple. More practice may be necessary.
15.10
Projector Computer
Board
PowerPoint “Present
Perfect and Past Simple”
exercises)
NEE: Teacher’s File p.
363
Lead-in
T writes on the board:
I’ve lived in New York for 2 years. I went to New York 2 years ago.
Ask the students to identify the verbs.Ask them to try to explain the
difference in the meaning.
10
Rules
PowerPoint“Present Perfect and Past Simple”.
Study page 146 – Tprovides further explanations ifnecessary.
5
Practice
Do some exercises:
· Choose the correctoption.
· Complete sentences.
· Complete a song then listen to check.
25
Further practice: Student’s File pp.50,51;Fun Games p. 32;Teacher’s File p.310
Evaluation
LESSON PLAN 60

Escola:
Unit
Summary
· Reading comprehension of an informal letter.
· Watchinga video about Couch Surfing.
Assumptions: students arealready familiarwith mostofthevocabularythey studiedinprevious lessons.
Learning Goals
Some students might find it difficult to understand the whole text. T should encourage Ss to use
the dictionary they have in their Student’s File.
3.1
12.3
1.1
1.2
1.3
Board
PowerPoint“Travelling”
Speakers
149
exercises)
151
exercises)
Video: “What is Couch
Surfing”
Pre-reading
Explore the PowerPoint“Travelling”.
10
While-reading
Ss read (listen to) the text (page 148) and do exercises B,C, D and E:
· Complete the text(letter).
· Skim the textfor general information.
· Scan for specific information:fill in the gaps with words or expressions
according to the text.
· Scan for specific information:choose correctmeaning.
15
Post-reading
CRITICAL THINKING: giving personal opinion.VIDEO
Listen to a video (more than once):
· identify the speakers and the main idea in the video.
· order the topics mentioned.
· circle the correctoption.
Watch the video to check answers.Choose the correct option.
Watch the video to check answers.
Complete a text, then watch again to check answers.
15
Evaluation
LESSON PLAN 61

Escola:
Unit
Summary
· Practising writing skills: an informal letter.
Assumptions: students are familiar with some of the vocabulary they studied previously.
Learning Goals
Vocabulary: travelling, places to visit, monuments
Communication (Language functions): describing where one lives and interesting places to visit
Students might find it difficult to comeup with ideas for the text. It maybe necessaryto do this in a
whole class format, before starting to write.
10.1
10.2
153
http://www.glosgter.com
Lead-in
T says: “Remem ber the textwe looked at in the lastlesson? What kind of
text was it? An informal letter… How do we write a letter?”
5
Explanation
Look at the table provided on page 152. Then read the example ofa letter
on page 153.
10
Practice
Write an informal letter, answering the letter in the book.
M-Learning: Record an audio tour of one’s city (http://www.glosgter.com).
25
Evaluation
LESSON PLAN 62

Escola:
Unit
Summary
· Culture: Scotland.
· Reading comprehension of a text about Glasgow.
· Preparing for a Spoken Production Presentation.
Assumptions: students are familiar with the vocabulary of the unit.
Learning Goals
Communication (Language functions): talking about travelling and interesting places to visit
Skills: listening, speaking, reading, writing
Some students may find it difficult to understand the text at first. It maybe necessaryto explain some
vocabulary.
12.2
12.3
3.2
9.1
Board
PowerPoint“UK accents”
155
exercises)
Video “Scottish Accent
Voice Recognition”
Pre-reading
Project the PowerPoint“UK accents” and explore it. 10
While-reading
Ss read the text (page 154) and do exercises A,B and C (page 155):
· Match in order to create sentences.
· Answer questions about the text.
15
Post-reading
Watch the video “Scottish Accent Voice Recognition” and answer the
questions.
Spoken Production
Explain what needs to be done to the students. Show them where they
can consult an example ofa presentation – Student’s File p.77.
15
Further practice: Homework – Student’s book pp.156, 157 (revision) +Student’s File pp.106-111 (prepare for the test)
Evaluation
LESSON PLAN 63

Escola:
Unit
Summary
· Revision for the test — Student’s File: Prepare for the test.
Assumptions: students are familiar with the vocabularyandgrammar of the unit. This lesson is the
ideal moment to checkwhohas doubts about what has been learnt before the students do the test.
Learning Goals
Grammar: Present Perfect; adverbs for, since, just,already, never, yet;Present Perfect vs Past
Simple; phrasal verb take
Skills: reading, writing, listening
Some students might find it difficult to do the whole test in class. Therefore, the following exercises
should be done at home (English in Use, Reading Comprehension, Writing).
Audio tracks no.19,20 (CD 3)
Student’s File pp.110, 111
Listening
Students do the listening test in class and check iftheyare able to
complete this task successfully.
There are two different kinds oflistening exercises.
1.1
1.2
1.3
Use of English
This part of the test should have been done athome so it only
needs to be corrected.
Grammar and vocabularyare tested.
10
12.2
12.3
15.8
15.9
15.10
Reading comprehension
This part of the test should have been done athome so it can be
corrected immediately.
There are two different kinds oftexts: notices and an article.
10
3.2
3.3
Writing
This is whatSs find the mostdifficult. Students should be
encouraged to write in class so that it’s easier for the T to help the
students who have more difficulties.
There are three different kinds ofwriting exercises:a rephrasing
exercise,a text abouta monument and an informal letter.
20
10.1
10.2
11.2
Evaluation
LESSON PLAN 64

Escola:
Unit
5 Lesson number Class Time 45+45 minutes Date / /
Summary
45 minutes: 45 minutes:
· Listening test. · Writing skills test.
· Reading comprehension / Grammar test. · Speaking test.
Assumptions: students should have studied at home and be prepared for the test.
Learning Goals
Grammar: Present Perfect; adverbs (since,just…); PastSimple versus Present Perfect
Skills: listening, reading, writing, speaking
Listening test
There are two different kinds oflistening exercises.
15
1.1
1.2
1.3
Audio-recorder
(computer + speakers)
Audio tracks no.37,38 (CD 3) Test
A: Teacher’s File p.239
TestB: Teacher’s File p.244
TestA: Teacher’s File pp.240-241
TestB: Teacher’s File pp.245-246
TestA: Teacher’s File p.242
Reading comprehension
Text aboutParis.
10
12.2
12.3
15.8
15.9
15.10
Grammar
PresentPerfect; adverbs (since,just…); PastSimple versus
PresentPerfect.
20
3.2
3.3
Writing skills test
There are two different kinds ofwriting exercises: a text about a
monument and an informal letter.
35
11.2
11
TestA: Teacher’s File p.243
Speaking test
Some students (2) can do an oral presentation Spoken
Production of Unit5).
Or Some students can do a speaking test in pairs. 10
9.1
9.4
6.2
6.3
6.5
7.1
7.2
8.1
8.2
Teacher’s File pp.260, 261
Key for Schools test – Unit5
Teacher’s File pp.253-261
Audio tracks no.39, 40 (CD 3)
CEI:
· Testfor a NEE Student– Teacher’s File pp.248, 249
· Evaluation grid – Teacher’s File p.270
LESSON PLAN 65

Escola:
Unit
Summary
· Oral Presentations – Unit 5 (Spoken Production).
Assumptions: students should have practised at home and be prepared for the presentation.
Learning Goals
Vocabulary: travelling, places to visit, going on holidays
Communication (Language functions): talking about travelling, places to visit, going on holidays
Skills: listening, speaking
9.1
6.2
6.4
Projector
Computer
Board
Students prepare their presentations (getPENS or POSTERS
ready).
5
Oral Presentations
A studentgoes to the front of the class and does his/her 5-6 minutes
presentation abouta topic in the book page 155.
10
Five students present their work. 25
Evaluation
· direct observation of students’ performance while they present their presentation.
· completion of an evaluation table (Teacher’s File p. 265).
1. ORAL SKILLS
· Language Level A2 Basic User (varied vocabulary and grammar)
· Pronunciation
· Fluency
· Accuracy
2. COMMUNICATION skills (gestures,eye contact, interaction)
3. PREPARATION (content, organisation/coherence, time-limit)
LESSON PLAN 66

Sw8 lesson plans_term3

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