T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
• Demonstrate learning in a summative assessment quiz;
• Create a poster about an endangered animal, linking the English language to science;
• Develop oral comprehension skills through video activities;
• Take part in games to practise vocabulary and structures, reacting to the teacher’s commands and interacting with classmates.
BNCC Skills:
• (EF06LI13) Listar ideias para a produção de textos, levando em conta o tema e o assunto.
• (EF06LI15) Produzir textos escritos em língua inglesa (histórias em quadrinhos, cartazes, chats, blogues, agendas, fotolegendas, entre outros), sobre si mesmo, sua família, seus amigos, gostos, preferências e rotinas, sua comunidade e seu contexto escolar.
Materials needed:
• Student's Book;
• Workbook;
• Activity Resource Book;
• Video Session 3 (https://youtu.be/6K4BTSnMAeo);
• Quiz 1.
CLASS 12
• Ask students to open the Activity Resource Book to pages 10 and 11. The pictures show some people performing some actions students have learnt during Unit 1.
• Explain that they must finish the drawings by themselves. After finishing the drawings, they need to write a sentence about each action. Set a time limit for students to do the activity. Walk around the classroom and monitor their work.
• In the end, ask volunteers to show their drawings to the class and have a brief conversation by asking students about their favourite activities from the ones listed in the exercise.
• Refer to the Introduction section of this manual for instructions on how to conduct this moment.
Workbook, pages 30 and 31, exercises 3 to 5
Exercise 3
a read
b go
c play
d ride
e play
f play
g listen
h watch
i listen
j do
k do
l listen
Exercise 4
a Amanda isn’t watching a film.
b My parents are doing yoga.
c I’m not doing housework.
d We’re listening to a great playlist on Spotify ™.
Exercise 5
a It’s rainy.
b It’s foggy.
c It’s sunny.
d It’s windy.
e It’s cloudy.
f It’s sunny.
QUIZ 1
• A Quiz is an informal diagnostic activity to check students’ progress as well as to identify possible problem areas of both individual students and the class. Students don’t need to study specifically for them.
• Ask your coordinator for copies of the exercises and check the guidelines available for instructions on how to conduct the moment.
• A Quiz is an informal diagnostic activity to check students’ progress as well as to identify possible problem areas of both individual students and the class. Students don’t need to study specifically for them.
• Ask your coordinator for copies of the exercises and check the guidelines available for instructions on how to conduct the moment.
Click to Play Video
Pre-viewing procedures:
• First, ask students to tell you what happened in the second Video Session. Tell them to try to remember the characters that appeared in the last episode and create sentences to compare their personalities.
• Provide some adjectives to assist them with the sentences.
While-viewing procedures:
• Exercises 1 and 2: Ask students to open the Workbook to page 164 and do exercises 1 and 2 as they watch this episode.
Post-viewing procedures:
• Exercise 3: Have a chat with students about Mrs Zeelot and her attitude. Have students brainstorm who she is.
VIDEO ACTIVITY SCRIPT
Theodora: OK. It’s the riddle for the first secret.
Kyle: OK.
Theodora: It is raining. And it is snowing. And it is sunny . . . Take me with you. I am bigger than skirts but smaller than sweaters. The same size of T-shirts. I am just beside you.
Kyle: It is a piece of clothing. What are you doing?
Theodora: I am walking. I like to walk and think.
Kyle: OK. It is raining so you need protection. (Thea starts singing) What are you doing?
Theodora: I am singing. When I am nervous, I sing. (Kyle starts jumping) What are you doing now?
Kyle: I am jumping! I need to relax . . .
Theodora: OK. Let’s calm down! It’s raining, it’s snowing . . . and it’s sunny . . .
Kyle: It´s not possible.
Theodora: It´s not about the weather. It´s s something we always need to take with us . . . it doesn’t matter if it is raining or snowing.
Kyle: OK, a piece of clothing . . . It´s bigger than coats . . . Bigger than coats . . . It’s smaller than sweaters . . . and it’s the same size of T-shirts . . . It doesn’t make sense . . . It´s impossible!
Theodora: Bigger than skirts! S-K-I-R-T-S . . . 6 letters.
Kyle: What?
Theodora: But smaller than sweaters. S-W-E-A-T-E-R-S . . . 8 letters . . . The same size of T-S-H-I-R-T-S. 7 letters . . . It’s something we need to take with us all the time with 7 letters .
Kyle: It’s an umbrella!
Theodora: The boy... The secret has something to do with him. What is he doing now?
Kyle: I don’t know. Maybe he is playing video games with his friends . . . Oh no . . . He doesn’t have any friends . . .
Theodora: That´s it . . . I think I know the answer! What´s the last part of the riddle?
Kyle: It says . . . ‘I’m just beside you.'
Theodora: You are just beside me. Do you remember what you said when we met?
(flashback)
Kyle: My name is Kyle. I am here to help you. I am your friend.
Theodora: It doesn’t matter if it is raining or if it’s snowing or if it is sunny. You need it. It is a word with seven letters . . . And it´s beside me . . . F-R-I-E-N-D-S . . . And that boy, he was so lonely. He didn’t have any friends.
(flashback)
The Boy: I haven’t got friends. I don’t need friends. This is my place!
Theodora: Friends! That is the first secret of life. (We hear the bells ringing). We got it. We got Mrs Zeelot: (on the phone) I know. I am watching it right now. We need to
stop her.
Exercise 1
It’s a game of guessing words.
Exercise 2
windy/socks/dancing/reading/angry/longer/happy
Exercise 3
T
• Ask students what information and pictures they’ve brought about the endangered animal they’ve chosen to talk about. Set a time limit for each student to present their animal to the class. Help them with vocabulary, if necessary.
• Explain to students that, in the following class, they’re going to have a reading session and, this time, they’re going to read the chapter by themselves as homework. Remind them about the importance of reading the book at home, otherwise they won’t be able to participate in the class activity.