T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
• Build repertoire for written production by reading a text and identifying punctuation marks;
• Develop written production skills through procedural writing strategies;
• Develop reading comprehension skills by reading the Reader's story;
• Take part in games to practise vocabulary and structures, reacting to the teacher’s commands and interacting with classmates.
BNCC Skills:
• (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;
• Reader: Fast Food around the World.
CLASS 8
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1. Teste_audio_red_baloon2
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• Refer to the Introduction section of this manual for instructions on how to conduct this moment.
• Refer to the Introduction section of this manual for instructions on how to conduct this moment.
Workbook, page 17, exercises 5 and 6
Exercise 5
a The cow isn’t sleeping.
b The dolphins aren’t swimming.
c The lions aren’t eating.
d The monkey isn’t doing yoga.
Exercise 6
a is singing
b is playing
c is having
d am talking
e Is/having
f is/studying
g aren’t taking/are watching
h are/listening
i aren’t doing/are reading
j are having
Workbook, page 20, exercises 1 and 2
Exercise 1
a snow/snowy
b rain/rainy
c cloud/cloudy
d wind/windy
e fog/foggy
Exercise 2
a In São Paulo, it’s rainy.
b In Barcelona, it’s cloudy.
c In Mexico City, it’s sunny.
d In London, it’s foggy.
GOLDEN TIP!
This text is a model that will serve as an example to help students produce their own writing later.
FIM DO COMPLEMENTO
• Starting up: Ask students what they do in different types of weather. For example, ‘What do you do when it’s raining/sunny/cold?’
• Exercise 1: Drive students’ attention to the picture on page 24 as well as to the structure of the text. Elicit from them sentences about the picture and the text. Ask them to read the sentences in exercise 1 and predict what Dean might be talking about in the email he sent.
• After that, ask students to read the text individually and check if their prediction was right. While students read, walk around the classroom and monitor their work. You might ask students to read aloud for you to check pronunciation. If you do so, take notes of the mistakes you hear and correct them on the board, as a whole group, without mentioning the student who made the mistake. Do some language practise with the words that were mispronounced.
• Refer students to page 178 and read the section Punctuation Marks. Go over each punctuation and write examples on the board.
• Exercise 2: Drive students’ attention back to exercise 2, on page 25, and ask them to add punctuation and capital letters to the sentences. Set a time limit for students
to do the exercise. Walk around the classroom and monitor their work. Correct the sentences on the board; you may ask students to help you.
• Go over the linking words box and explain the use of and, but, and because. Do some repetition with the sentences.
• Exercise 3: Ask students to use the linking words in the sentences. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work. Correct the sentences as a whole group.
Exercise 1
Dean is describing what he is doing now.
Exercise 2
a There’s an apple in my bag.
b Good morning, everyone!
c Who’s that girl?
d She’s spending the weekend with her friends.
Exercise 3
a because
b and
c but
d because
to do the exercise. Walk around the classroom and monitor their work. Correct the sentences on the board; you may ask students to help you.
• Go over the linking words box and explain the use of and, but, and because. Do some repetition with the sentences.
• Exercise 3: Ask students to use the linking words in the sentences. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work. Correct the sentences as a whole group.
Exercise 1
Dean is describing what he is doing now.
Exercise 2
a There’s an apple in my bag.
b Good morning, everyone!
c Who’s that girl?
d She’s spending the weekend with her friends.
Exercise 3
a because
b and
c but
d because
e and
Pre-reading procedures:
• Ask students to open their Readers to page 45, where they can see keywords from the chapter and some pictures. Promote choral repetition of the words.
• Exercise 1: Ask students to match the words to the pictures. Correct it orally with the whole class. Tell them that these words will appear in the chapter they’re going to read.
While-reading procedures:
• Set a time limit for students to read the Chapter 3 on their own in silence. Walk around the classroom and monitor their work. Clarify any possible questions students might have about the text.
Post-reading procedures:
• Check students’ understanding by asking some volunteers to look at the pictures from the chapter and retell the extracts in their own words. Help them with structures and vocabulary.
• Exercise 2: Arrange students into pairs and ask them to do exercise 2, on page 46. For item ‘d’, students are only supposed to write ‘In newspapers’, and not the full
answer using the past tense. Correct the exercise as a whole group.
Exercise 1
1 G
2 C
3 I
4 J
5 E
6 A
7 F
8 B
9 H
10 D
Exercise 2
a Yes, it is.
b Chinese, Indian, Italian, and Greek. (students’ choice)
c It’s fish and chips.
d In newspapers.
e Yes, you can.
• Open the Workbook to pages 22 and 23 and explain the exercises to students. Tell them that they’re going to do some exercises to practise the content learnt in class. They should refer to the Student’s Book if they have any questions. Clarify any questions they might have about the exercises.
WATCH FOR...
It’s the first time students are going to write a text in Teen 1, so it’s important that you deeply explain the exercises on pages 24 and 25. Clarify any questions students might have about the portfolios and remind them that they have one week to hand you the first draft. If you have questions about the Portfolios, refer to the Introduction section of this manual for instructions.
• Choose a game from the T1 Game Bank to be played according to your students’ needs.