T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
• Share a favourite object with classmates;
• Get to know and explore the materials;
• Revise and practise the demonstrative pronouns;
• Take part in a game to revise vocabulary and structures, interacting with classmates;
• Express oneself artistically through a bag customisation.
BNCC Skills:
• (EF06LI05) Aplicar os conhecimentos da língua inglesa para falar de si e de outras pessoas, explicitando informações pessoais e características relacionadas a gostos, preferências e rotinas.
Materials needed:
• teacher’s and students’ favourite objects;
• Student's Book;
• Workbook;
• crayons, blank sheets of paper, student’s bags.
CLASS 2
• Welcome students warmly and tell them how good it is to see them again. Ask them if they’ve brought their objects and tell them to place them on their desks. Avoid making students feel like they’re being put on the spot if they’ve forgotten theirs; just tell them to watch the others.
• Start the presentation yourself so that students can use it as a model for theirs. For example, ‘This is a/an _____. This is my favourite object because it’s very cool/nice/beautiful. I love it.’ You can also say, ‘This is a/an _____. This is my favourite object because I can _____ with it. I love it.’
• Then write the structures that students can use on the board. Ask for a volunteer or use any technique you choose to determine the order of the presentations.
• Use enforceable statements to demand silence and attention from the group.
• Have students make their presentations to their classmates.
• Remind them to use the sentences on the board as a reference. Give positive reinforcement to students after their presentations.
• Ask students to get their books and leaf through them for a few minutes.
• Arrange students into three groups and explain the game. Tell them you’ll ask questions and they will find the answers if they browse through the books.
• Ask the following questions to the groups, and whoever knows the answer must raise their hands and say it. If it’s correct, they score a point, if it’s not, the other group gets the chance to answer.
- How many units are there in the Student’s Book and in the Workbook? (Seven + Starter Unit.)
- How many Video Session units are there in the Workbook? (Seventeen.)
- How many pronunciation sections are there in the Student’s Book? (Seven.)
- What kinds of activities can you find in the Activity Resource Book? (Cut and glue, draw, word search, etc.)
- Where are the Spelling Bee lists? (At the end of the Student’s Book.)
- Where are the pages to write the portfolios? (At the end of each unit in the Workbook.)
- How many drafts of the portfolios do you have to write in each unit? (Two drafts.)
- Find a text about polar bears. (In Unit 1.)
- Find a text about abandoned cities. (In Unit 3.)
- In which unit will we talk about sports? (In Unit 5.)
- In which unit are we going to talk about celebrations? (In Unit 7.)
• Tell students that they’re going to do some exercises to revise content from J1/J2.
• Exercise 1: Drive students’ attention to exercise 1 and do it as a whole group, using the board, if possible, to gather answers from students. The answers to exercise 1, as well as a good comprehension of them, are necessary for better results in exercise 2. If you notice students have difficulty understanding the grammar topics, take some time to deeply revise them.
• Exercise 2: Ask students to answer the exercise individually. Set a time limit for them to do it and walk around the classroom monitoring and helping students when necessary. Correct the exercise with the whole class.
• Exercise 3: Drive students’ attention to the plural forms of the nouns. Mention the examples in the table and do the exercise as a whole group, using the board, if possible, to gather answers from students. Use the exercise to quickly revise numbers and quantities.
• Exercise 4: Using any technique you choose, divide students into pairs. Explain that they are going to do some exercises in pairs and, after that, they are going to correct them as a whole group. Set a time limit for exercise 4, in which students need to use demonstrative pronouns. Walk around the classroom, monitoring and helping students when necessary. Correct the exercise with the whole class. If you notice students have difficulty understanding the grammar topics, take some time to deeply revise them.
• Exercise 5: Drive students’ attention to exercise and do it as a whole group, using the board, if possible, to gather answers from students. The answers to exercise 5,as well as a good comprehension of them, are necessary for better results in exercise 6. If you notice students have difficulty understanding the grammar topics, take some time to thoroughly revise them.
• Exercise 6: Ask students to answer the exercise in pairs, as they did in exercise 4. At first, students can only say their sentences and later, they should write them. Set a time limit for them to do it and walk around the classroom, monitoring and helping students when necessary. Correct the exercise with the whole class.
IMPORTANT
When correcting the exercises, answer any questions students might have about the topics. Keep track of their performance in order to check if they need some extra exercises or Clinic Classes. Talk to your coordinator if that’s the case.
Exercise 1
Subject pronouns: you/he/it/we
Possessive adjectives: my/her/your/their
Exercise 2
a His/He
b I/My
c They/Their
d She/Her
e Our/We
f your/you
Exercise 3
sandwiches
pencils
strawberries
mangoes
lychees
shirts
diaries
bats
Exercise 4
a What is this?
b What are those?
c What is that?
d What are these?
e What is that?
f What are these?
Exercise 5
Subject pronouns: she, it, we
Object pronouns: me, you, him, you, them
Exercise 6
Students’ own answers
• Arrange students into two or three groups, according to the number of students you have.
• Tell each team to choose a leader, who is going to move the counter on the main board, because you will use only one board for the whole class.
• Provide students with any objects that can be used as a counter, for example, a coin or an eraser.
• Groups must take turns throwing the dice and moving across the board. Decide the order before the game starts.
• The board has twelve stations. In each station, students will have to answer a question or perform a task that you will reveal as they get to it.
• If they answer/perform it correctly, they can stay in the station. Otherwise, they must go back to the previous one.
• Here are the maze tasks you must reveal to students:
Tell the time:
11:30/3:15/4:40 (choose one of them and write on the board).
True or False?
Birds can walk./Dogs can’t swim./Penguins can fly.
Spell:
Strawberries/Sandwiches/Potatoes
Yes or No?
The refrigerator is in the living room./The bath is in the bathroom./The car is in the kitchen./This book is not to be used at home./You are in J2./You are studying English.
Can you ______?
say the alphabet/jump on one foot fifteen times/touch your toes with your fingers
Correct or incorrect?
Choose one student and say sentences such as, She’s got long hair./He hasn’t got any hair.
Choose . . .
I like pasta. I like _____. It or you?/I play with my cousins. I play with _____. Him or them?/I love my grandma. I love _____. Me or her?
Nationalities
Chris is from France. He’s _____./Katie is from Greece. She’s _____./Tim is from England. He’s _____.
Numbers
Pay attention to the numbers you have to say (for this item, write the sequences on the board): 11, _____, _____, 14, _____, _____./90, 80, 70, 60, _____, _____, _____, _____./22, 33, 44, 55, _____, _____, _____, _____.
Right or wrong?
There are many desks in a classroom./There isn’t a TV in the classroom./There is a break so students can do the homework.
Point to
the window/a pencil case/a desk
• Open the Workbook to page 8 and explain the exercise to students.
• Go over it and clarify any questions they might have about it.
• Show students the Red Balloon bag and ask, ‘What do you think about this blank space in your bag? Would you like to make this a especial, personalised bag?’
• Explain that they’ll have the chance to create unique designs for their bags. Hand out blank sheets of paper if students want to study options and brainstorm designs. To help them brainstorm, ask questions such as, ‘What are your favourite things?’,
‘What do you like to do?’, ‘What cartoons do you like to watch?’, ‘What kind of music do you like listening to?’.
• It’s important to use only crayons for this activity because they are washable, in case students want to change their designs in the future.
• Check out some nice ideas on bag customization at https://pin.it/5GVgN67.