T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
Learning and Development Objectives:
• Get to know the teacher and classmates;
• Create a collective classroom language poster to be used during classes;
• Learn and practise the subject pronouns;
• Take part in games to practise vocabulary and structures, reacting to the teacher’s commands and interacting with classmates;
• Express previous knowledge of English.
BNCC Skills:
• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.
• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verb to be) e descrever rotinas diárias.
Materials needed:
• a small stuffed ball, blank cardboard slips, and coloured markers;
• Teacher's Poster (previously handmade);
• Classroom Language Poster (previously handmade);
• JPEG – Subject Pronouns;
• handmade flashcards slips;
• JPEG – Find and match.
CLASS 1
• Ask students to sit in a circle. Start the conversation by introducing yourself and telling them something about yourself and about the school.
• Ask students who have been at Red Balloon longer to tell the new ones about the school routine (break time, snacks, general rules, etc.). Tell them that now they are Reds students because they’ve just started the Teens Course.
• Get a small ball. Tell students to throw it to each other and say their names, ages, and something about their holidays. Model the activity.
• When it’s over, have them exchange places and sit down in the circle again. This is to provide interaction within the group as well as add some movement to the activity.
• After the ball activity, hand out the cardboard slips and markers.
• Ask students to make labels by writing their names and ages on them. Take part in it as well.
• Collect their labels and spread them facing down in the circle. Each student has to pick one. If they pick a label with their name, they must get another one.
• Tell students to hold the labels they’ve got without showing them to anyone. Ask them to stand up in the circle again. Once more, they must exchange places.
• Each student then has to read the name and age on the label by using the possessive adjectives his and her and the subject pronouns he and she. Model first.
• Beforehand, prepare a poster or a presentation about yourself based on J2 content (mainly likes and dislikes, abilities, and favourites). If necessary, take a look at J2 content to be able to use the expected language included in it. Use drawings, pictures, photos, or magazine cut-outs to illustrate and make your poster appealing to students.
• Arrange students in a circle and show it to them. The poster will help students get to know you better. For example, it will let them know about your likes and dislikes. Let them look at it for a while and, after that, encourage them to make comments or questions about your poster. You may add some fake information and get students guess the truth and lies about your poster.
• Before class, print a copy of the poster. Start the activity by asking students to watch you silently for a few minutes. Using body language, mime being thirsty, not having a pencil, not knowing how to say and write a word in English, and the need to go to the toilet. Tell them that they need to say the sentences related to each situation. Students will probably come up with all or almost all the sentences you have mimed.
• While they’re telling you the sentences, write them on the board, but omit some tricky words. Leave half as many words out as the number of students in class. Then select half of the students to go to the board and write the missing words. The remaining ones will also go to the board, but to correct what has just been written by the other group.
• Practise the Classroom Language as a group, then in small groups, pairs, and individually. After that, to add some fun to the activity, tell students that you’re going to clean the board and they have to tell you everything that was written there before you finish cleaning it. Count from ten to one as you do that.
• Finally present the Classroom Language poster to them. Hang it on the wall and
advise students to use it as a reference whenever they need it.
IMPORTANT
This is a yearlong project, which starts with a poster that must be used whenever a new expression is taught or when you need to reinforce an already known expression. New expressions may be added to it. Remember to refer to this Classroom Language poster whenever students use Portuguese in the classroom or refuse to use the commands they already know. Remember to put the ‘English All the Way’ approach into action during all classes.
• Before working on the JPEG, revise subject pronouns and the verb be. Draw three columns and the symbols ‘+’, ‘–’, and ‘?’ on the board. Then write the sentence, ‘Michael’s from Australia’ on the board.
• Elicit the negative and the interrogative forms and also write them on the board.
• After that, elicit the other forms of the verb be as well as the subject pronouns. Next, show them the JPEG.
• Set two minutes as the time limit so that students can write down the sentences and complete them with the correct pronouns. Correct the exercises together with the whole group.
Exercise 1
1 I am from Brazil.
2 You are a student.
3 It is my name.
4 We are at school.
5 He is here.
6 I am eleven.
7 She is sitting on a chair.
Exercise 2
1 Are they married?
2 Is it old?
3 Are they children?
4 Is he a good student?
5 Is he ten years old?
• Previously prepare some flashcards with the answers to the questions you are going to show in the JPEGs (the answers are listed below).
• Then arrange students into two groups. Hand one flashcard slip to each student. Explain that you are going to show them the JPEG, and when they see the question to the answer, they should raise their hands and shout, ‘Hey! Ya!’
• If the answer is correct, the group scores a point. At this moment, have students repeat both questions and answers (Language Practice). Work on pronunciation and intonation.
FRIENDLY REMINDERS
New students at Red Balloon may not be acquainted with some grammar topics. Briefly work on these topics and keep a record of students’ difficulties. Your notes will help you to decide whether they’ll still need extra help by the end of the Starter Unit.
QUESTIONS (JPEG) | ANSWERS |
What‘s your name? | My name’s Hugo./I’m Hugo. |
How old are you? | I’m eleven (years old). |
What is that? | It’s a notebook. |
What are these? | They’re trousers. |
Do you want to eat French fries? | No, I don’t. I want to eat a hamburger. |
Whose is it? | It’s Lyra’s dress. |
Are there any armchairs in the sitting room? | Yes, there are. |
Where are you from? | I’m from England. |
Are they French? | No, they’re not. They’re Americans. |
Have you got red hair? | Yes, I have. |
Do you like milkshake? | Yes, I do. |
What are you doing? | I’m singing. |
When is your birthday? | It’s on July 12th. |
Are there any flowers in your garden? | Yes. There are some beautiful flowers there. |
Where is my T-shirt? | It’s on the bed. |
• For the starting up moment next class, students will need to show everybody an object they like or that is important in their lives. Ask them to choose something meaningful and that other students can use as a reference to know them better. Also, remind them not to bring expensive or fragile objects. As a teacher, it’s important that you also bring an object.
• Choose a game from the T1 Game Bank to be played according to your students’ needs.