T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
• Learn and practise the comparatives;
• Develop reading comprehension skills by reading the Reader's story;
• Develop and practise the schwa /ə/ sound in short comparatives;
• Develop oral production hability through dialogues and interation with classmates;
• Revise and practise telling the time;
• 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:
• brads;
• slips of papers with the following sentences: ‘What is fast food?’, ‘What fast food do you eat?’, ‘What kinds of fast food were there in the past?’, ‘Is fast food healthy?’, ‘Why should you eat colourful meals?’;
• Student's Book;
• Workbook;
• Activity Resource Book;
• Reader: Fast Food around the World;
• Audio tracks:
- T1-P1-U1-SB-PG14_EX11 (https://youtu.be/rWhpxwiyXd0);
- T1-P1-U1-SB-PG14_EX12 (https://youtu.be/pesgk2zkZCQ);
- T1-P1-U1-SB-PG14_EX13 (https://youtu.be/RzdaJHXOGPI).
CLASS 4
• This moment is especially designed for you to stimulate conversation among students. Besides talking to students, this moment serves to welcome them to the classroom as they join the class.
• Starting up is not only a perfect moment to introduce the subject of the lesson, but it’s also a wonderful opportunity for students to share and express opinions, fears, likes, and dislikes in a safe environment. Here are some ideas for a great Starting Up:
- Introduce the topics that are going to be worked on later in the class. If interrupted, let students speak and then return to the previous subject.
- Work on a problem or an awkward situation such as behaviour issues, setting rules, etc.
- Sometimes it’s interesting for students to share their homework. They are proud of their work, and it encourages and motivates them to do it regularly.
- Remember to make your students feel comfortable and secure. A good ‘Starting Up' forges excellent bonds between students and teacher.
• 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.
• This is a rich moment for students because they feel proud of themselves as they were able to do the exercises on their own. It’s extremely important to go over the tasks and check possible questions. If the task demands a further explanation, it’s advisable that you do the exercise orally with students.
• This information is also available in the Introduction section of this manual. You can always refer to this section when you have any questions about the procedures.
• These specific exercises are used to revise content from J1/J2, students shouldn’t have trouble during the activities.
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.
Workbook, pages 8 and 9, exercises 8 and 9
Exercise 8
a Can you run fast?/Yes, I can./No, I can’t.
b Can your father play tennis?/Yes, he can./No, he can’t.
c Can you ride a bike?/Yes, I can./No, I can’t.
d Can your cousin swim? Yes, he/she can./No, he/she can’t.
e Can you and your friend jump rope?/Yes, we can./No, we can’t.
Exercise 9
a He has got many coloured pencils.
b Has Christine got a rabbit?
c I haven’t got a smartphone.
d My cousins have got three cats.
e Has Pete got a modern bike?
f My sisters and I haven’t got a dog.
g My best friend has got a cool tablet.
• Starting up: Show students two objects, which you can choose at your discretion. First, describe each of the objects, and then compare them using one of the adjectives they learnt in the previous class (noisy, dangerous, large, heavy, fast, easy, difficult, friendly, light, quiet, slow, small). Then write the sentences you’ve just said on the board.
• Exercise 10: Explain that, for this exercise, students are going to work in pairs again. You can divide them into new pairs or use the same pairs created for exercise 8. Students must make sentences to compare other animals (not the ones used in exercise 9) by using the adjectives beautiful, dangerous, intelligent, nice, friendly, and bad. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work. When time is up, you can ask some volunteers to tell the whole group one or two sentences they’ve just created.
Exercise 8
ADJECTIVE | COMPARATIVE |
big | BIGGER |
DANGEROUS | more dangerous |
difficult | MORE DIFFICULT |
easy | EASIER |
expensive | MORE EXPENSIVE |
FAST | faster |
friendly | FRIENDLIER/MORE FRIENDLY |
HAPPY | happier |
important | MORE IMPORTANT |
INTELLIGENT | more intelligent |
light | LIGHTER |
noisy | NOISIER |
OLD | older |
QUIET | quieter |
sad | SADDER |
short | SHORTER |
SLOW | slower |
small | SMALLER |
tall | TALLER |
Exercise 9
a bigger than (T)
b more energetic than (T)
c taller than (F)
d more colourful than (T)
e shorter than (F)
f faster than (F)
g noisier than (T)
h more dangerous (T)
i quieter than (F)
• Arrange students into groups of three or four. Give each group a slip of paper prepared beforehand.
• Ask each group to read the question they’ve got aloud. Work on the meaning of the questions and give examples of answers expected from them.
While-reading procedures:
• Read the Chapter 1 aloud. Have students follow what you are reading.
• Ask each group if the answers they gave in the beginning are according to the text.
Post-reading procedures:
• Ask students to go to pages 6 and 7, where they can see some images of food. Ask what they can see and what kinds of food they are.
• Then ask them to go to pages 42 and 43. They’ll see boxes where they’ll have to draw their own examples of colourful healthy food and fast food.
• Set a time limit for students to do the exercise. Walk around the classroom and
monitor their work. In the end, ask volunteers to share their production.
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1. T1-P1-U1-SB-PG14_EX11
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2. T1-P1-U1-SB-PG14_EX12
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3. T1-P1-U1-SB-PG14_EX13
Click to Play
• Write the word shorter on the board and the schwa symbol below the corresponding letter.
• Tell students that this is a phonetic symbol. Phonetic symbols help us check how words should be pronounced as they represent the sounds of the letters. Say the word a few times and draw students’ attention to the fact that -er is the weaker sound. Next, explain that the symbol is called schwa and it means that the sound of the letter is weak.
• Exercise 11: Play the audio and tell students to repeat after the recording.
LISTENING ACTIVITY SCRIPT
Exercise 11
bigger
bigger than
Houses are bigger than flats.
• Exercise 12: Play the audio and tell students to repeat after the recording. They must circle the schwa sound in the words in bold. Check students’ answers as a whole group.
LISTENING ACTIVITY SCRIPT
Exercise 12
a Winter is colder than autumn.
b Bicycles are smaller than cars.
c Crocodiles are larger than iguanas.
d Fruits are healthier than candies.
e English is easier than Portuguese.
• Exercise 13: Play the audio and tell students to repeat after the recording.
LISTENING ACTIVITY SCRIPT
Exercise 13
The bear is bigger than the frog,
the frog is faster than the turtle,
the turtle is taller than the bee,
and the bee is busier than me!
• Exercise 14: Drive students’ attention to the pictures in the book and to the sentences in the table. Divide them into pairs and tell them to follow the sentences to create a conversation with their partner. Choose a student and model the activity. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work. In the end, ask one pair of volunteers to perform their dialogue to the classmates. If you don’t have time to do this exercise during the class, you can
choose to use the activity as a starting up moment in the following class.
• Open the Workbook to pages 12 and 13 and explain the exercises to students.
• Tell them that they’re going to do some exercises to practise the content learnt in class, so they should refer to the Student’s Book if they have any questions.
• Clarify any questions they might have about the exercises.
GOLDEN TIP!
Use this activity in the Activity Resource Book to revise how to tell the time.
• Ask students to detach the clock hands on page 49 and put them on the clock using brads.
• Explain that the short hand is the hour hand. In addition, explain that when the minute hand, which is the longer one, is pointing at the number 12, we say, ‘It is _____ o’clock.’ Keep the minute hand at 12 and move the hour hand to various positions on the clock. Elicit the time from students.
• Start by covering the five-minute mark and tell them five minutes have passed,
which is why we use the word past. Do the same thing on the other side. Point the minute hand at number 10 and say that it’s ten minutes to the next hour, which is why we use the word to.
• Then set the hour and the minute hands to simple times, for example, 2:40, 12:20, 8:05, etc., before moving on to the more complicated ones. After that, set the clock to 1:30, then to 4:45, etc., to explain the use of a quarter and half. While revising the time, ask students to move the clock hands to the correct position.
• Divide students into two groups. Call out some specific times so they need to quickly move the hands and show you the correct time in the clocks. The first group to show you the clock with the correct time scores a point.
IMPORTANT
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.