T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
• Establish and enforce classroom rules;
• Develop reading comprehension skills by the use of a list of curiosities and activities;
• Build and practise lexical content about animals and adjectives;
• Predict the plot of a story;
• 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:
• (EF15LP02) Estabelecer expectativas em relação ao texto que vai ler (pressuposições antecipadoras dos sentidos, da forma e da função social do texto), apoiando-se em seus conhecimentos prévios sobre as condições de produção e recepção desse texto, o gênero, o suporte e o universo temático, bem como sobre saliências textuais, recursos gráficos, imagens, dados da própria obra (índice, prefácio etc.), confirmando antecipações e inferências realizadas antes e durante a leitura de textos, checando a adequação das hipóteses realizadas.
Materials needed:
• wooden clothes pegs, a washing line, coloured markers, and cardboard;
• Student's Book;
• Workbook;
• Reader: Fast Food around the World;
• Video Session 1 (https://youtu.be/ie1TXeC5XCM);
• Audio tracks:
- T1-P1-U1-SB-PG10-EX01 (https://youtu.be/QQ-LFjD7WDA);
- T1-P1-U1-SB-PG11_EX03 (https://youtu.be/4-dZDHM-TnA);
- T1-P1-U1-SB-PG11_EX04 (https://youtu.be/O4rksY579fI);
- T1-P1-U1-SB-PG11_EX05 (https://youtu.be/NeeOyDj1oBY).
CLASS 3
• Beforehand, prepare a wide range of possible/most likely/most unlikely/impossible rules for your group.
• Hang a washing line across the classroom. For one end, prepare a sign that reads, ‘Strongly agree’, and for the other end, one that says, ‘Strongly disagree’. Before starting, mark the centre of the washing line for reference.
• Get wooden clothes pegs and allow students to decorate them as they wish, so they will know which ones are theirs.
• Read the set of rules to the group. Ask them to think and talk about them.
• Then have students clip the clothes pegs on the line where they best reflect their opinions. Keep a record of the most popular rules on the board. After that, have them decide on the top five class rules.
• Next, students should make a classroom poster with the rules and personalise it. Everybody must sign the ‘We Rule' poster to ensure that all of them agree to follow the rules.
• Hang the poster on the wall and tell students that it can be referred to at any moment in class regarding their behaviour and attitude, especially when they go against what was agreed there. Students can also make use of it among themselves.
• This is a rich moment for students because they feel proud of themselves as they could do the exercise on their own. It’s extremely important to go over the tasks and check questions.
• If the exercise demands further explanation, it’s advisable that you do it orally with the students.
• This information is also available at the Introduction section of this manual. You can always refer to this section when you have any questions about the procedures.
Workbook, page 8, exercise 7
a eight
b sixty-four
c thirty-five
d forty-seven
e one-hundred and twenty-five
f fifteen
g twenty
h one-hundred
-
1. T1-P1-U1-SB-PG10-EX01
Click to Play
• Introduce the topic to students by asking simple warm-up questions about pets; you can use the questions in exercise 2 on page 11, or the questions below to do so:
1. Do you have a pet? What kind?
2. What makes a better pet for you, a dog or a cat?
3. Do you think snakes, turtles, and fish make good pets? Explain.
• Exercise 1: After a quick discussion, tell students that they’re going to read/listen to some fun facts about cats in exercise 1, on page 10, and they should try to guess what the correct alternatives mentioned in the text are. Explore the pictures in the book with students and try to relate them to the information in the text. Check their answers and correct the exercise as a whole group.
LISTENING ACTIVITY SCRIPT
Exercise 1
10 fun facts about cats!
1 A baby cat is called a kitten.
2 To ‘say' hello, cats rub their noses together.
3 Dogs can only make about ten sounds. Cats can make more than 100.
4 Cats learn to manipulate humans with their meows — just like children!
5 Cats use their whiskers to calculate space and direction.
6 Cats sleep about 15 hours a day — a little more than dogs.
7 Cats have got 230 bones. Humans only have 206.
8 In the United States, cats are more popular pets than dogs. There are about 88 million cats versus 75 million dogs.
9 Cats can see about six times better than humans at night.
10 Cats usually live longer than dogs. Some cats live to be 20 years or more!
• Exercise 3: Ask students if they know any of the animals in the pictures. After discussing their previous knowledge, play the audio so that they can listen to the vocabulary words and repeat them.
LISTENING ACTIVITY SCRIPT
Exercise 3
bear, cow, dolphin, eagle, frog, goat, mouse, peacock, shark, turtle
• Exercise 4: Tell the students to listen to the vocabulary words again, but this time they’ll listen to them right after a sequence number. Students must write the corresponding number in the brackets right after the word.
LISTENING ACTIVITY SCRIPT
Exercise 4
1 mouse
2 peacock
3 shark
4 turtle
5 bear
6 cow
7 dolphin
8 eagle
9 frog
10 goat
• Exercise 5: Drive students’ attention to the usage of the vocabulary in sentences. Ask them to listen to the sentences and repeat them. After doing so, call attention to the adjectives used in the sentences to describe the animals.
LISTENING ACTIVITY SCRIPT
Exercise 5
a Some birds are very noisy.
b Tigers are dangerous animals.
c I have a large dog.
d Hippos are very heavy animals.
e Rabbits are very fast.
f It’s easy to train a dog.
• Exercise 6: Using the board, ask students to tell you the adjectives used in exercise 5 and make a list. Next to this list, write the opposite adjectives listed in exercise 6. Ask students to go to the board and match both columns. After doing the activity as a whole group, check the answers. Remember to tell students to copy the correct ones to their books.
• Exercise 7: Divide students into pairs and ask them to modify the sentences from exercise 5 using other animals or adjectives from exercise 6. Set a time limit for the activity and let students talk. Walk around the classroom and monitor their production.
Exercise 1
1 kitten
3 100
6 15
10 20
Exercise 4
1 mouse
2 peacock
3 shark
4 turtle
5 bear
6 cow
7 dolphin
8 eagle
9 frog
10 goat
Exercise 6
a easy
b dangerous
c heavy
d noisy
e fast
f big
• Starting up: Ask students if they are hungry. Ask them what they would choose to eat if they could eat something now. Elicit the answers and help them with vocabulary. Make sure they use Classroom Language to ask about an item they don’t know how to say in English. For example, ‘Teacher, how do you say _____ in English?’
• Students will probably mention some fast-food items. Ask them if they like them and how often they eat them.
• Ask them to get their Readers and explore the cover. Ask what kinds of food they can see. Read the title and ask them to guess what countries and cities they will read about.
• Make sure students use: ‘I think _____’, ‘I believe _____’, ‘I like _____’, ‘I don’t like _____’ to give their opinions.
• After that, ask them to open their Readers to page 41 and take the quiz. Reinforce the fact that they can’t browse through the book while taking the quiz. They will have the chance to check if their guesses were correct throughout the semester.
Click to Play Video
FRIENDLY REMINDERS
Not only is this the first video session of the year, but it’s also the first time students will be exposed to the characters of the videos. Tell students that they’re going to watch a fantastic series of videos during the year.
Pre-viewing procedures:
• In a fun and interactive way, ask them what the important ingredients for happiness are. Next, tell them they’re going to meet Thea and Kyle – two teenagers from the future, and they’ll have to find the seven secrets of life.
• Exercise 1: Ask students to write their guesses in their books, in the spaces for exercise 1.
While-viewing procedures:
• Play the video. Students must guess the seven secrets of life and check their answers to exercise 1.
• Exercise 2: Students must identify the relationship between the characters. Check their answers and correct any misunderstandings.
Post-viewing procedures:
• Exercise 3: After watching the extract, students must answer the questions with ‘yes’ or ‘no’. Check their answers and correct any misunderstandings.
VIDEO ACTIVITY SCRIPT
Theodora: (She’s on the floor of a white maze and slowly opens her eyes.) What is this? Where am I? Hello, is there anyone here? (She looks scared, lost, and
puzzled.) (She looks around but is afraid to move forward.) What is going on? Is it a game? (She shouts.) Can someone hear me?
Kyle: There is nobody here. Nobody can hear you!
Theodora: Who are you?
Kyle: My name is Kyle. I am here to help you. I am your friend.
Theodora: Help me? Do you know who I am?
Kyle: Of course, I know. You’re Theodora Pullman. You’re 16 years old. You are from the United States. Your parents are French, but you are American. You like French fries with chocolate sundae. Oh... You don’t like strawberry sundae. Your favourite colour is green...
Theodora: OK... you know me… so where am I?
Kyle: You are in the secret maze. I am here to help you. This is my job.
Theodora: So get me out of here.
Kyle: I can’t. You are the only one who can get us out of here.
Theodora: This is crazy!
Kyle: Look! This maze has got seven doors and you have to open them.
Theodora: Okay... good. Hey, where are the keys? Are they in your pocket? Or behind these walls? Huh?
Kyle: No, they’re not. This tablet will answer all your questions. Go on! Touch it! (She touches the tablet and it is written YOUR NAME.)
Theodora: What is this?
Kyle: Go on, Theodora. It’s your destiny.
Theodora: T-H-E-O-D-O-R-A. (While he’s typing the letters, the tablet spells them out.) (She sees a picture of a man.) Dad! Is that you?
Doctor Ewan: Hello, Theodora. If you are listening to me, it means Kyle has found you. Kyle is your friend. You are in the secret maze. The secret maze has got seven doors with the seven secrets of life. You need to open all the doors before time is up to save humanity from the Magisterium. Mrs Zeelot – the Magisterium master – keeps the whole population of the world on the sleep mode and only you can wake them up. How? You need to open the seven doors and solve seven riddles to uncover the seven secrets of life. You are the chosen one. The only one
whose brain is not affected by the Magisterium. Kyle is your helper. We need you, Theodora. The world needs you. I love you!
Theodora: Why me?
Kyle: Why not you? You are the chosen one!
Theodora: What time is it?
Kyle: It’s five o’clock. We have 48 hours to open the doors and come back.
(Mrs Zeelot is in a room surrounded by screens. The screens broadcast live images from around the world as well as images of the maze.)
Mrs Zeelot: So, she is in the secret Maze.
Servant: Yes, she is there, Mrs Zeelot.
Mrs Zeelot: Oh, Theodora… you are such a smart girl… You’ve always been my best student… Well, but we need to stop you. You cannot find the seven secrets of life.
Exercise 1
Students’ own answers.
Exercise 2
a friends
b student and teacher
c daughter and father
Exercise 3
a No
b Yes
c No
d Yes
6. HOMEWORK: Workbook, pages 8 and 9, exercises 8 and 9
• Open the Workbook to pages 8 and 9 and explain the exercises to students.
• Tell them that they’re going to do some exercises to revise content from J1/J2.
• Clarify any questions they might have about the exercises.
7. GAME: T1 Game Bank
• Choose a game from the T1 Game Bank to be played according to your students’needs.
• Open the Workbook to pages 8 and 9 and explain the exercises to students.
• Tell them that they’re going to do some exercises to revise content from J1/J2.
• Clarify any questions they might have about the exercises.
• Choose a game from the T1 Game Bank to be played according to your students’needs.